title: Productive sustainability: An emergent methods approach to creating, communicating, and exploring leadership and management practices for contemporary challenges

authors: Murthy, Vikram

subjects: productive

abstract: Chapter one opens with an account of the journey that led to the writing of the thesis. It grounds the research in my own experiences which led to the two central concerns: firstly, businesses face an uncertain and volatile environment that is very different to anything that they have experienced before, and, moreover, that this uncertainty is likely to continue into the foreseeable future; and, secondly, what organisations can do to promote productive sustainability in the midst of these prevailing and impending challenges? The thesis then foregrounds the importance of environmental factors, and 1) explores how they impact on organisations' productivity by questioning the validity of established methods, given their reliance on retrospective data, and 2) looks for better ways forward by maximising the power of the present through emerging methods and practices.

This forward-looking orientation continues with two chapters (two and three) that seek to underscore the efficacy of experiential learning through action research as well as through theoretical explorations of disciplinary interactions and field research into congruent hybrid opportunities for organisations across the for-profit and not-for-profit divide. Chapter four then argues for reconfiguring the sustainability challenge as one of improving innovation performance by creating dynamic balance between exploration and exploitation.
Building on these ideas, the next three chapters examine leadership repertoires for dealing with different challenges. Chapter five posits that a firm's strategy, leadership, and processes are not only correlated to specific environments, but that particular characteristics can be broadly correlated with different eras. Chapter six then identifies the three new challenges - of sustainable development, base of pyramid engagement, and managing risk in a globalised world - that organisations need to address at this particular time. Chapter seven concludes the trilogy by identifying an emerging set of leadership practices for engaging productively with such high velocity change. 
 
The final five chapters focus on a grounded theory study, which is both a piece of original research in its own right, and an avenue that enables an extension and validation of the earlier concerns through the research questions  What existing and likely future challenges face contemporary Australian businesses and what current and emerging practices are leaders using to address productive sustainability? . The study involves senior leaders of successful Australian-based businesses who participate in theorising both existing and future challenges and the parallel emerging practices that leaders are using to address productive sustainability. Chapters eight, nine, and ten frame the grounded theory research, and describe the sampling and analysis of data in the study. Chapters eleven and twelve describe the study's findings, and its conclusions respectively.

The data from the grounded theory research revealed that this environment is described as complex. For the participants, this is evident in the display of one, or more, of the following three key characteristics:  dynamic, layered, interdependent, interconnected, and patterned organisational challenges; marked/radical shifts in markets, competition, technology and customers' definition of value; and uncertain, unpredictable, and uncontrollable global driving forces. 

This research further developed theories that leadership's successful response to this complex environment is the Ensemble Leadership Repertoire. The name has been chosen to provide  vivid imagery  (Locke, 2001, p. 72) to three practices taken together and working in harmony: Firstly, sharing fates and interdependence; secondly, exploring deeper meaning; and finally the emerging practice of  Zeitgeist  (i.e., integrating cognition, conscience and collective spirit). As the name  Ensemble  suggests, these three practices are not manifested individually in exclusion to each other, and/or as a paradigmatic shift from one practice to the other. Rather, successful leadership demonstrates all three practices, as appropriate, as an Ensemble Repertoire in the pursuit of sustainable organisational productivity.

text: Productive sustainability: An emergent methods approach to creating, communicating, and exploring leadership and management practices for contemporary challenges Chapter one opens with an account of the journey that led to the writing of the thesis. It grounds the research in my own experiences which led to the two central concerns: firstly, businesses face an uncertain and volatile environment that is very different to anything that they have experienced before, and, moreover, that this uncertainty is likely to continue into the foreseeable future; and, secondly, what organisations can do to promote productive sustainability in the midst of these prevailing and impending challenges? The thesis then foregrounds the importance of environmental factors, and 1) explores how they impact on organisations' productivity by questioning the validity of established methods, given their reliance on retrospective data, and 2) looks for better ways forward by maximising the power of the present through emerging methods and practices.

This forward-looking orientation continues with two chapters (two and three) that seek to underscore the efficacy of experiential learning through action research as well as through theoretical explorations of disciplinary interactions and field research into congruent hybrid opportunities for organisations across the for-profit and not-for-profit divide. Chapter four then argues for reconfiguring the sustainability challenge as one of improving innovation performance by creating dynamic balance between exploration and exploitation.
Building on these ideas, the next three chapters examine leadership repertoires for dealing with different challenges. Chapter five posits that a firm's strategy, leadership, and processes are not only correlated to specific environments, but that particular characteristics can be broadly correlated with different eras. Chapter six then identifies the three new challenges - of sustainable development, base of pyramid engagement, and managing risk in a globalised world - that organisations need to address at this particular time. Chapter seven concludes the trilogy by identifying an emerging set of leadership practices for engaging productively with such high velocity change. 
 
The final five chapters focus on a grounded theory study, which is both a piece of original research in its own right, and an avenue that enables an extension and validation of the earlier concerns through the research questions  What existing and likely future challenges face contemporary Australian businesses and what current and emerging practices are leaders using to address productive sustainability? . The study involves senior leaders of successful Australian-based businesses who participate in theorising both existing and future challenges and the parallel emerging practices that leaders are using to address productive sustainability. Chapters eight, nine, and ten frame the grounded theory research, and describe the sampling and analysis of data in the study. Chapters eleven and twelve describe the study's findings, and its conclusions respectively.

The data from the grounded theory research revealed that this environment is described as complex. For the participants, this is evident in the display of one, or more, of the following three key characteristics:  dynamic, layered, interdependent, interconnected, and patterned organisational challenges; marked/radical shifts in markets, competition, technology and customers' definition of value; and uncertain, unpredictable, and uncontrollable global driving forces. 

This research further developed theories that leadership's successful response to this complex environment is the Ensemble Leadership Repertoire. The name has been chosen to provide  vivid imagery  (Locke, 2001, p. 72) to three practices taken together and working in harmony: Firstly, sharing fates and interdependence; secondly, exploring deeper meaning; and finally the emerging practice of  Zeitgeist  (i.e., integrating cognition, conscience and collective spirit). As the name  Ensemble  suggests, these three practices are not manifested individually in exclusion to each other, and/or as a paradigmatic shift from one practice to the other. Rather, successful leadership demonstrates all three practices, as appropriate, as an Ensemble Repertoire in the pursuit of sustainable organisational productivity.

year: 2008

title: Toward ecological literacy: A permaculture approach to junior secondary science

authors: Lebo, Nelson Fry, III

subjects: ecological literacy

abstract: Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behavior. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (years 9 and 10) to enhance students‘ ecological and scientific literacy, as well as their attitudes toward studying science in school.

Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one year 10 science class in New Zealand.

Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students‘ ecological literacy, and on students‘ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students‘ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totaling 31 days. Before and after some classroom visits I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.

Findings show that a permaculture approach to junior secondary science can impact positively on students‘ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher‘s attitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning. 

The teacher and the students responded favorably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualized science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared: to improve their use of science and sustainability vocabulary; to become more aware of select socio-scientific issues; and, to better recognize scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering – and prioritized protecting the environment over making money – there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.

Trends in environmental degradation, population growth, energy inflation, and economic stagnation – especially pronounced since the beginning of this inquiry in 2008 – indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

text: Toward ecological literacy: A permaculture approach to junior secondary science Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behavior. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (years 9 and 10) to enhance students‘ ecological and scientific literacy, as well as their attitudes toward studying science in school.

Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one year 10 science class in New Zealand.

Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students‘ ecological literacy, and on students‘ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students‘ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totaling 31 days. Before and after some classroom visits I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.

Findings show that a permaculture approach to junior secondary science can impact positively on students‘ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher‘s attitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning. 

The teacher and the students responded favorably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualized science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared: to improve their use of science and sustainability vocabulary; to become more aware of select socio-scientific issues; and, to better recognize scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering – and prioritized protecting the environment over making money – there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.

Trends in environmental degradation, population growth, energy inflation, and economic stagnation – especially pronounced since the beginning of this inquiry in 2008 – indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

year: 2012

title: Māori language procreation on social media

authors: Keegan, Te Taka Adrian Gregory

abstract: The Māori language has taken seed and grown on social media. This presentation will examine this presence, exploring the forms it has taken and the influence it is having. It will look at Facebook groups devoted to the Māori language and the birth of the 'Māhuru Māori' (Māori September) movement. It will consider the increasing use of the Māori language on Twitter especially Tweets around a 'kaupapa' (shared purpose). It will also report some anecdotal evidence regarding the use of the Māori language on SnapChat, WhatsApp, and Messenger.

text: Māori language procreation on social media The Māori language has taken seed and grown on social media. This presentation will examine this presence, exploring the forms it has taken and the influence it is having. It will look at Facebook groups devoted to the Māori language and the birth of the 'Māhuru Māori' (Māori September) movement. It will consider the increasing use of the Māori language on Twitter especially Tweets around a 'kaupapa' (shared purpose). It will also report some anecdotal evidence regarding the use of the Māori language on SnapChat, WhatsApp, and Messenger.

year: 2019