title: Research and development absorptive capacity: a Māori perspective

authors: Ruckstuhl, Katharina

subjects: computer science

abstract: This paper presents a view of research and development absorptive capacity from a Māori perspective. The assessment is part of a case study of a longitudinal programme – Science for Technological Innovation: Kia kotahi mai – Te Ao Putaiao me te Ao Hanagarau that aims to increase Aotearoa New Zealand’s capacity to use sci-tech for economic benefit. The paper finds that while Aotearoa New Zealand’s macro policy and meso institutional levels have become more responsive to Māori research and development demands, at the micro level of the individual or the firm there are still constraints given the small numbers of Māori in science, technology, engineering and mathematics. In response to this, a novel model of Māori sci-tech capacity is under development that considers not only research and development technical capacities, but also the human and relational capacities required to accelerate absorptive capacity to respond to Māori social and economic aspirations.

text: Research and development absorptive capacity: a Māori perspective This paper presents a view of research and development absorptive capacity from a Māori perspective. The assessment is part of a case study of a longitudinal programme – Science for Technological Innovation: Kia kotahi mai – Te Ao Putaiao me te Ao Hanagarau that aims to increase Aotearoa New Zealand’s capacity to use sci-tech for economic benefit. The paper finds that while Aotearoa New Zealand’s macro policy and meso institutional levels have become more responsive to Māori research and development demands, at the micro level of the individual or the firm there are still constraints given the small numbers of Māori in science, technology, engineering and mathematics. In response to this, a novel model of Māori sci-tech capacity is under development that considers not only research and development technical capacities, but also the human and relational capacities required to accelerate absorptive capacity to respond to Māori social and economic aspirations.

year: 2019

title: Is there a lack of science resources and specialists for kaiako at Kura reo o Waikato?

authors: Hopkins, Aareka

subjects: Kura kaupapa

abstract: The New Zealand debates on culture and science education for Maaori are grounded in the concern for the under-achievement of tauira in science. In 1995, a lack of subject experts, specialists and resources to implement the Ministry of Education’s science curriculum was identified. I investigated the concept of a mobile science laboratory to provide subject experts, specialists and resources to Kura Reo o Tainui as a way of improving and enhancing tauira literacy and engagement in puutaiao. This study used a semi-structured survey to elicit the whakaaro and perceptions of kaiako puutaiao from four Wharekura, three Kura Kaupapa Maaori, and three Rumaki Total Immersion classes in Waikato-Tainui, using registered participants in the inaugural Kura Reo o Tainui Waananga in 2008 to select survey participants.

text: Is there a lack of science resources and specialists for kaiako at Kura reo o Waikato? The New Zealand debates on culture and science education for Maaori are grounded in the concern for the under-achievement of tauira in science. In 1995, a lack of subject experts, specialists and resources to implement the Ministry of Education’s science curriculum was identified. I investigated the concept of a mobile science laboratory to provide subject experts, specialists and resources to Kura Reo o Tainui as a way of improving and enhancing tauira literacy and engagement in puutaiao. This study used a semi-structured survey to elicit the whakaaro and perceptions of kaiako puutaiao from four Wharekura, three Kura Kaupapa Maaori, and three Rumaki Total Immersion classes in Waikato-Tainui, using registered participants in the inaugural Kura Reo o Tainui Waananga in 2008 to select survey participants.

year: 2010-08

title: An exploration of issues for effective home-school communication strategies with Asian immigrant parents

authors: Gilby, Karen Lynette Douglas

subjects: home-school communication

abstract: The far-reaching effects of 21st century globalisation have meant that schools are facing an increasingly culturally and linguistically diverse parent community, a situation which presents educators with both opportunities and challenges. While international academic literature has recently begun to focus on the issues and challenges of cross-cultural communication with Asian immigrant parents in Western societies, New Zealand-based educational research has focused on independent international fee-paying students, as opposed to New Zealand-domiciled students and their parents. Post-modern influences, with the resultant emphasis on contextualisation of education, combined with increasing cultural and linguistic diversity in the parent community, has underscored the need for effective home-school communication practices.

This small-scale, exploratory, qualitative research project documents the personal home-school communication experiences of Asian immigrant parents. The study uses empirical data collected from semi-structured individual and group interviews with seven parents from Korea, Hong-Kong and Mainland China, who reside in Tauranga, a growing provincial city located in the Bay of Plenty region, New Zealand. By focusing on the implementation of the revised New Zealand Curriculum and the inaugural changes to the National Certificate in Educational Achievement (NCEA) Level 1 qualification in 2011, this research examines the extent of parental understanding and the effectiveness of current home-school communication practices.
 
The findings reveal that current home-school communication processes and practices are largely ineffective with this parent group, and highlight the disparity between high parental expectations and the rudimentary knowledge that they hold. A thematic analysis corroborates empirical data with academic rationale, and highlights an extensive language barrier, unrecognised cultural aspects of communication, inaccurate knowledge from alternative sources of information, and potentially conflicting worldviews of education.

A strategic leadership vision, along with a multifaceted commitment to action, is required to adopt approaches to home-school communication which facilitate effective communication, as well as the inclusion and integration of Asian immigrant parents as legitimate and recognised members of the school community. This study recommends the provision of multi-lingual resources for parents, ethnic-specific parent meetings, a formal liaison and advocacy role, and the development of ethnic community links to enhance home-school communication practices.
 
The discussion concludes with an epilogue, which outlines an ethnic-specific Korean parent meeting and demonstrates the practical application of recommendations contained within the study.

text: An exploration of issues for effective home-school communication strategies with Asian immigrant parents The far-reaching effects of 21st century globalisation have meant that schools are facing an increasingly culturally and linguistically diverse parent community, a situation which presents educators with both opportunities and challenges. While international academic literature has recently begun to focus on the issues and challenges of cross-cultural communication with Asian immigrant parents in Western societies, New Zealand-based educational research has focused on independent international fee-paying students, as opposed to New Zealand-domiciled students and their parents. Post-modern influences, with the resultant emphasis on contextualisation of education, combined with increasing cultural and linguistic diversity in the parent community, has underscored the need for effective home-school communication practices.

This small-scale, exploratory, qualitative research project documents the personal home-school communication experiences of Asian immigrant parents. The study uses empirical data collected from semi-structured individual and group interviews with seven parents from Korea, Hong-Kong and Mainland China, who reside in Tauranga, a growing provincial city located in the Bay of Plenty region, New Zealand. By focusing on the implementation of the revised New Zealand Curriculum and the inaugural changes to the National Certificate in Educational Achievement (NCEA) Level 1 qualification in 2011, this research examines the extent of parental understanding and the effectiveness of current home-school communication practices.
 
The findings reveal that current home-school communication processes and practices are largely ineffective with this parent group, and highlight the disparity between high parental expectations and the rudimentary knowledge that they hold. A thematic analysis corroborates empirical data with academic rationale, and highlights an extensive language barrier, unrecognised cultural aspects of communication, inaccurate knowledge from alternative sources of information, and potentially conflicting worldviews of education.

A strategic leadership vision, along with a multifaceted commitment to action, is required to adopt approaches to home-school communication which facilitate effective communication, as well as the inclusion and integration of Asian immigrant parents as legitimate and recognised members of the school community. This study recommends the provision of multi-lingual resources for parents, ethnic-specific parent meetings, a formal liaison and advocacy role, and the development of ethnic community links to enhance home-school communication practices.
 
The discussion concludes with an epilogue, which outlines an ethnic-specific Korean parent meeting and demonstrates the practical application of recommendations contained within the study.

year: 2012