title: Psychological Climate, Work Engagement, Intention to Leave and Organisational Citizenship Behaviour in Small Hospitality Businesses.

authors: Strydom, Ance

subjects: work engagement

abstract: The aim of the current study was to examine the interrelations of important work related variables within small New Zealand based hospitality organisations in order to enhance the understanding of factors that contribute to success within these organisations. Of particular interest was the role of employee work environment perceptions (psychological climate) in relation to employee work engagement, intention to leave and organisational citizenship behaviour directed at the organisation (OCBO). Two theoretical models were tested to investigate the expected role of psychological climate. Model 1 was a mediation model wherein work engagement was expected to mediate between psychological climate, and intention to leave and OCBO. Model 2 took an alternative approach in which psychological climate was posed as a moderator of predicted work engagement-intention to leave and intention to leave-OCBO relationships. 
In total, 177 surveys were included in the data analyses. The results provided full support for Model 1, showing significant relationships between all psychological climate dimensions and work engagement. Work engagement in turn was negatively related to intention to leave and positively related to OCBO. Work engagement mediated the relationships between the psychological climate dimensions and intention to leave and OCBO. Little support was found, however, for Model 2. Although, as predicted, there were negative relationships between work engagement and intention to leave, and intention to leave and OCBO, intention to leave was not found to mediate between work engagement and OCBO. More importantly, no moderation effects were observed for the psychological climate dimensions. 
No causal inferences may be drawn from the results of this study. Nevertheless, the findings do suggest that psychological climate has an important role to play in determining levels of work engagement, which in turn impacts on employee intentions to leave their jobs and to voluntarily demonstrate behaviours that can enhance organisational effectiveness. Additionally, the negative correlations between intention to leave and OCBO indicate that employees who are seriously entertaining the idea of exiting the organisation may reduce their levels of OCBO.
 
It is suggested that owner/managers of small hospitality organisations actively focus on modifying aspects of the work environment that are likely to promote favourable work environment perceptions and positively shape employees work-related affective-cognitive state.

text: Psychological Climate, Work Engagement, Intention to Leave and Organisational Citizenship Behaviour in Small Hospitality Businesses. The aim of the current study was to examine the interrelations of important work related variables within small New Zealand based hospitality organisations in order to enhance the understanding of factors that contribute to success within these organisations. Of particular interest was the role of employee work environment perceptions (psychological climate) in relation to employee work engagement, intention to leave and organisational citizenship behaviour directed at the organisation (OCBO). Two theoretical models were tested to investigate the expected role of psychological climate. Model 1 was a mediation model wherein work engagement was expected to mediate between psychological climate, and intention to leave and OCBO. Model 2 took an alternative approach in which psychological climate was posed as a moderator of predicted work engagement-intention to leave and intention to leave-OCBO relationships. 
In total, 177 surveys were included in the data analyses. The results provided full support for Model 1, showing significant relationships between all psychological climate dimensions and work engagement. Work engagement in turn was negatively related to intention to leave and positively related to OCBO. Work engagement mediated the relationships between the psychological climate dimensions and intention to leave and OCBO. Little support was found, however, for Model 2. Although, as predicted, there were negative relationships between work engagement and intention to leave, and intention to leave and OCBO, intention to leave was not found to mediate between work engagement and OCBO. More importantly, no moderation effects were observed for the psychological climate dimensions. 
No causal inferences may be drawn from the results of this study. Nevertheless, the findings do suggest that psychological climate has an important role to play in determining levels of work engagement, which in turn impacts on employee intentions to leave their jobs and to voluntarily demonstrate behaviours that can enhance organisational effectiveness. Additionally, the negative correlations between intention to leave and OCBO indicate that employees who are seriously entertaining the idea of exiting the organisation may reduce their levels of OCBO.
 
It is suggested that owner/managers of small hospitality organisations actively focus on modifying aspects of the work environment that are likely to promote favourable work environment perceptions and positively shape employees work-related affective-cognitive state.

year: 2014

title: Management accountants' perception of their role in accounting for sustainable development: An exploratory study

authors: Mistry, Vinal

subjects: accounting

abstract: Purpose – The purpose of this paper is to examine the perceptions that management accountants have of their roles in the accounting for sustainable development in their organisations.  A sample of small-medium and large New Zealand businesses were approached for this research to canvas their opinions on their involvement as management accountants in this role.  The study also examined whether there were any barriers to management accountants becoming engaged in sustainable development activities in their businesses.  This study therefore extends the limited literature on management accountants’ role and involvement in accounting for sustainable development by the organisations that employ them.

Design/methodology/approach –   The paper draws arguments from prior literature to identify the roles that management accountants play in accounting for sustainable development. The perceptions that management accountants have of their roles in accounting for sustainable development are examined by conducting interviews and surveys of management accountants from various organisations in New Zealand.  The study is informed by legitimacy theory.

Findings –Management accountants of small-medium organisations in New Zealand play a limited role in accounting for sustainable development, compared to management accountants of larger organisations.  The correlation between the type of organisation and their overall goals for achieving sustainable development are closely linked with the roles the organisations’ management accountants play in accounting for sustainable development.

Research limitations/implications – This research is limited as it is only an exploratory study with a small sample of small-medium and large businesses in New Zealand.  The influence of management accountants is analysed in order to explain how management accounting practices are translated at organisational level.  There is a need for greater acceptance by senior management of the role management accountants could play in accounting for sustainable development. 

Practical implications – This paper may help management accountants, of both small- medium and larger organisations, to advance accounting for sustainable development within their organisations by actively engaging with the issues that have deterred such advancement. The paper is significant to teaching as well as to practitioners as the paper identifies a perceived lack of a role for management accountants in accounting for sustainable development.  As such questions are raised as to whether accounting education provides an environmentally literate management accountant. The pre-existing literature and the empirical evidence gathered from this paper suggest that further research is needed to better understand the emerging roles of management accountants as facilitators of decision making within organisations concerned with issues of sustainable development.

Originality/value – This paper provides a review of current debates and positions of accounting for sustainable development as well as the barriers management accountants face in getting engaged in accounting for sustainable development initiatives.

text: Management accountants' perception of their role in accounting for sustainable development: An exploratory study Purpose – The purpose of this paper is to examine the perceptions that management accountants have of their roles in the accounting for sustainable development in their organisations.  A sample of small-medium and large New Zealand businesses were approached for this research to canvas their opinions on their involvement as management accountants in this role.  The study also examined whether there were any barriers to management accountants becoming engaged in sustainable development activities in their businesses.  This study therefore extends the limited literature on management accountants’ role and involvement in accounting for sustainable development by the organisations that employ them.

Design/methodology/approach –   The paper draws arguments from prior literature to identify the roles that management accountants play in accounting for sustainable development. The perceptions that management accountants have of their roles in accounting for sustainable development are examined by conducting interviews and surveys of management accountants from various organisations in New Zealand.  The study is informed by legitimacy theory.

Findings –Management accountants of small-medium organisations in New Zealand play a limited role in accounting for sustainable development, compared to management accountants of larger organisations.  The correlation between the type of organisation and their overall goals for achieving sustainable development are closely linked with the roles the organisations’ management accountants play in accounting for sustainable development.

Research limitations/implications – This research is limited as it is only an exploratory study with a small sample of small-medium and large businesses in New Zealand.  The influence of management accountants is analysed in order to explain how management accounting practices are translated at organisational level.  There is a need for greater acceptance by senior management of the role management accountants could play in accounting for sustainable development. 

Practical implications – This paper may help management accountants, of both small- medium and larger organisations, to advance accounting for sustainable development within their organisations by actively engaging with the issues that have deterred such advancement. The paper is significant to teaching as well as to practitioners as the paper identifies a perceived lack of a role for management accountants in accounting for sustainable development.  As such questions are raised as to whether accounting education provides an environmentally literate management accountant. The pre-existing literature and the empirical evidence gathered from this paper suggest that further research is needed to better understand the emerging roles of management accountants as facilitators of decision making within organisations concerned with issues of sustainable development.

Originality/value – This paper provides a review of current debates and positions of accounting for sustainable development as well as the barriers management accountants face in getting engaged in accounting for sustainable development initiatives.

year: 2014-04-08

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025