title: Investigating the use of wearable technology to support safety in the workplace

authors: Griffiths, Christopher John Gilder

abstract: Many workplaces in New Zealand can be described as hazardous. That is, the nature of the work and/or workplace, or the combination of the two, can lead to situations where workers may be at risk of workplace accidents. One contributor to such accidents is worker fatigue, which is the result of the nature and intensity level of the work they are undertaking. This can be exacerbated by factors such as the length of the working day, shift work and roles that require high levels of concentration. Most existing risk minimization processes rely on self-reporting methodologies and health and safety procedures; neither of these are necessarily the most effective methods for dealing with workers in hazardous jobs and work environments.
Wearable technology which collects physiological data, such as step and heart rates, as an individual performs workplace tasks has been proposed as a possible solution. While wearable devices are minimally intrusive to the individual and so can be used throughout the working day it is unclear how suitable they are for in-situ measurements in real-world work scenarios. In this work, we describe a series of studies conducted with New Zealand forestry workers and present an analysis of the data gathered to consider the suitability of the collection methods as well as the suitability of the data itself as a method to identify fatigue and reduce risk in the workplace.

text: Investigating the use of wearable technology to support safety in the workplace Many workplaces in New Zealand can be described as hazardous. That is, the nature of the work and/or workplace, or the combination of the two, can lead to situations where workers may be at risk of workplace accidents. One contributor to such accidents is worker fatigue, which is the result of the nature and intensity level of the work they are undertaking. This can be exacerbated by factors such as the length of the working day, shift work and roles that require high levels of concentration. Most existing risk minimization processes rely on self-reporting methodologies and health and safety procedures; neither of these are necessarily the most effective methods for dealing with workers in hazardous jobs and work environments.
Wearable technology which collects physiological data, such as step and heart rates, as an individual performs workplace tasks has been proposed as a possible solution. While wearable devices are minimally intrusive to the individual and so can be used throughout the working day it is unclear how suitable they are for in-situ measurements in real-world work scenarios. In this work, we describe a series of studies conducted with New Zealand forestry workers and present an analysis of the data gathered to consider the suitability of the collection methods as well as the suitability of the data itself as a method to identify fatigue and reduce risk in the workplace.

year: 2018

title: Public sector accounting reforms in the Indonesian post-Suharto era

authors: Harun, Harun

abstract: The aim of the study is to understand the institutionalization process of an accrual accounting system in the Indonesian public sector. The data were drawn from three sources: (1) official documents (i.e. laws and government regulations) about the adoption and implementation of accrual accounting in the Indonesian public sector; (2) publicly available information about the social, economic and political developments leading to the process of the adoption; (3) interviews with 36 participants who have been involved in or have an understanding of the internalization of accrual accounting in the Indonesian public sector. Drawn from an integrated model of institutionalization (IMI) adapted from Dillard, Rigsby, and Goodman (2004), and Dambrin, Sponem, and Lambert (2007) inspired by New Institutional Sociology (NIS) this study was able to identify and discuss the features of the institutionalization process, at the national level and within one  municipality used as a case study.  

This study found that at the economic and political level and in the organizational field the new ideals which require the adoption of accrual accounting in the Indonesian public sector have been mobilized by the technocrats (economists and accountants) at the Ministry of Finance since the 1980s. This mobilization occurred when the country encountered a fiscal crisis. The study also identified that the desire to adopt accrual accounting may  have been driven by the wish to follow a similar practice adopted in other countries. Nonetheless, a formal adoption of the accrual accounting system was only realized following the collapse of Suharto’s regime in 1998 through the issuance of Law 17 (2003) as new discourses and government accounting standards in 2005 as new techniques. In this municipal case, beyond the economic reasons, the move to formally adopt the accrual accounting system at the economic and political level after Suharto appeared to be part of the government’s response to the demand from the public and international financial authorities (the IMF and the World Bank).
At the organizational level, drawing from the experience of one municipal government, the internalization processes of the accounting system were  primarily motivated by the presence of legal enforcement. This occurs because the political and economic affairs of local governments in Indonesia are regulated by the central government. Therefore, local governments effectively contribute to the domination of the central government in the mobilization process. Beyond this, the process and outcomes of the institutionalization of the accrual accounting system contradict the intended benefits, as expected in the Law 17 (2003), and the government accounting standards issued in 2005. In this case, the lack of skills and experience in using accrual accounting has increased accounting costs of the municipality and the officials within the municipality have yet to use the accrual-based accounting information for real decision making.

In addition, power and old habits of local actors (i.e. senior officials in a municipal government observed) relating to a corruption practice (bribery) surrounding the adoption have also produced an unintended outcome. In this vein, technical capacity, power, and old habits of local actors affect the extent to which a new accounting system could be internalized. An important insight that we can draw from this study is that the process and outcomes of this institutionalization are not only shaped by the pressures from external factors, but also by activities, processes and routines of actors within organizations. 

One of the implications of the these findings for policy making is that Indonesian Central Goverment needs to be aware of the capacity of local governments in implementing policies and programs anfd provides approptriate incentives to achieve full uptake. A lack of competencies besides making successful implementation difficult, may exacerbate frustration fuelling active resistance. Further research could address the relationship between capability building and the proximity of educational institutions. The thesis indicates that successful implementation is limited. This encourages further research into the factors that impact implementation. The influence of culture such as a common practice of bribery should also be considered. 

The public and academics are also reminded that the adoption of a business-style accounting system in the public sector can be costly and may act against its promoted purposes. The thesis also contributes to the public sector accounting literature by reducing the gap between what is known and unknown about governmental accounting practices in one of emerging economies in Asia, that has been rarely  investigated.

text: Public sector accounting reforms in the Indonesian post-Suharto era The aim of the study is to understand the institutionalization process of an accrual accounting system in the Indonesian public sector. The data were drawn from three sources: (1) official documents (i.e. laws and government regulations) about the adoption and implementation of accrual accounting in the Indonesian public sector; (2) publicly available information about the social, economic and political developments leading to the process of the adoption; (3) interviews with 36 participants who have been involved in or have an understanding of the internalization of accrual accounting in the Indonesian public sector. Drawn from an integrated model of institutionalization (IMI) adapted from Dillard, Rigsby, and Goodman (2004), and Dambrin, Sponem, and Lambert (2007) inspired by New Institutional Sociology (NIS) this study was able to identify and discuss the features of the institutionalization process, at the national level and within one  municipality used as a case study.  

This study found that at the economic and political level and in the organizational field the new ideals which require the adoption of accrual accounting in the Indonesian public sector have been mobilized by the technocrats (economists and accountants) at the Ministry of Finance since the 1980s. This mobilization occurred when the country encountered a fiscal crisis. The study also identified that the desire to adopt accrual accounting may  have been driven by the wish to follow a similar practice adopted in other countries. Nonetheless, a formal adoption of the accrual accounting system was only realized following the collapse of Suharto’s regime in 1998 through the issuance of Law 17 (2003) as new discourses and government accounting standards in 2005 as new techniques. In this municipal case, beyond the economic reasons, the move to formally adopt the accrual accounting system at the economic and political level after Suharto appeared to be part of the government’s response to the demand from the public and international financial authorities (the IMF and the World Bank).
At the organizational level, drawing from the experience of one municipal government, the internalization processes of the accounting system were  primarily motivated by the presence of legal enforcement. This occurs because the political and economic affairs of local governments in Indonesia are regulated by the central government. Therefore, local governments effectively contribute to the domination of the central government in the mobilization process. Beyond this, the process and outcomes of the institutionalization of the accrual accounting system contradict the intended benefits, as expected in the Law 17 (2003), and the government accounting standards issued in 2005. In this case, the lack of skills and experience in using accrual accounting has increased accounting costs of the municipality and the officials within the municipality have yet to use the accrual-based accounting information for real decision making.

In addition, power and old habits of local actors (i.e. senior officials in a municipal government observed) relating to a corruption practice (bribery) surrounding the adoption have also produced an unintended outcome. In this vein, technical capacity, power, and old habits of local actors affect the extent to which a new accounting system could be internalized. An important insight that we can draw from this study is that the process and outcomes of this institutionalization are not only shaped by the pressures from external factors, but also by activities, processes and routines of actors within organizations. 

One of the implications of the these findings for policy making is that Indonesian Central Goverment needs to be aware of the capacity of local governments in implementing policies and programs anfd provides approptriate incentives to achieve full uptake. A lack of competencies besides making successful implementation difficult, may exacerbate frustration fuelling active resistance. Further research could address the relationship between capability building and the proximity of educational institutions. The thesis indicates that successful implementation is limited. This encourages further research into the factors that impact implementation. The influence of culture such as a common practice of bribery should also be considered. 

The public and academics are also reminded that the adoption of a business-style accounting system in the public sector can be costly and may act against its promoted purposes. The thesis also contributes to the public sector accounting literature by reducing the gap between what is known and unknown about governmental accounting practices in one of emerging economies in Asia, that has been rarely  investigated.

year: 2012

title: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry

authors: Sands, Lorraine May

subjects: Narrative inquiry

abstract: Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

text: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

year: 2022