title: Realising Value: Study-Related Support-Seeking Experiences

authors: Supramaniam, Sivakumari

subjects: Realising value

abstract: The idea of ‘exchange’ in Service Dominant Logic’s (S-D logic) Foundational Premise (FP) 1 (service is ‘exchanged’ for service) has retained the residual transactional concept from Goods Dominant Logic (G-D logic) as the basis of understanding of service in S-D logic. This has limited the processual understanding in S-D logic; in particular, the need to understand value as a process rather than an output. This study meets that need in presenting a holistic understanding of the individual’s valuing process for S-D logic. An interdisciplinary search of literature beyond the discipline of marketing on the term ‘valuing’ was conducted in the fields of psychology, education, and systems thinking. 
This study investigates how students with disabilities realise value through study-related support-seeking experiences. Sixteen students with disabilities, who were enrolled in higher educational services in New Zealand, participated in this study. A phenomenographic approach was applied to understand the variations in ways that students with disabilities experienced and understood the support-seeking phenomenon. The variations and similarities in meanings were abstracted as categories of description. Four categories of description of Knowing, Understanding, Judging, and Acting represented participants’ conceptions of experiencing the support-seeking phenomenon. Each category of description outlined both the variations in meanings and the structural aspects of experiencing the phenomenon. The four categories of description were logically displayed in an outcome space - a hermeneutical spiral - to portray the different ways of experiencing the support-seeking phenomenon. The hermeneutic spiral provides a holistic understanding of the valuing process for S-D logic’s view of service as a process. Hence, value is not a perceptual state at an endpoint of time, rather it is a here-and-now snapshot ‘taking stock’ in a dynamic process. 
The second contribution this study makes to S-D logic relates to the processual understanding of value. In the process of valuing, the participants were experiencing and understanding the support-seeking phenomenon in relation to their mental acts, or structural awareness, at a moment of time. Thus, participants appreciate, and act upon their thoughts. This builds on the S-D logic’s Foundational Premise (FP) 10 that the beneficiary always uniquely and phenomenologically determines value. Specifically, the second contribution of this research relates directly to the insights revealed by the phenomenography method into variations in participants’ experiences of support-seeking. The research provides sound empirical support for valuing as a dynamic process, which extends the FP10 notion of value as a static valuation at a particular point in time.
Along with the S-D logic contributions, this study contributes phenomenography as a research method that is little known in marketing. This method has the potential to understand the variations of individuals’ realities as experienced. The practical implication of this study adds to knowledge of support-seeking behaviour as an avenue for businesses to engage in people’s appreciation and be of service to them.

text: Realising Value: Study-Related Support-Seeking Experiences The idea of ‘exchange’ in Service Dominant Logic’s (S-D logic) Foundational Premise (FP) 1 (service is ‘exchanged’ for service) has retained the residual transactional concept from Goods Dominant Logic (G-D logic) as the basis of understanding of service in S-D logic. This has limited the processual understanding in S-D logic; in particular, the need to understand value as a process rather than an output. This study meets that need in presenting a holistic understanding of the individual’s valuing process for S-D logic. An interdisciplinary search of literature beyond the discipline of marketing on the term ‘valuing’ was conducted in the fields of psychology, education, and systems thinking. 
This study investigates how students with disabilities realise value through study-related support-seeking experiences. Sixteen students with disabilities, who were enrolled in higher educational services in New Zealand, participated in this study. A phenomenographic approach was applied to understand the variations in ways that students with disabilities experienced and understood the support-seeking phenomenon. The variations and similarities in meanings were abstracted as categories of description. Four categories of description of Knowing, Understanding, Judging, and Acting represented participants’ conceptions of experiencing the support-seeking phenomenon. Each category of description outlined both the variations in meanings and the structural aspects of experiencing the phenomenon. The four categories of description were logically displayed in an outcome space - a hermeneutical spiral - to portray the different ways of experiencing the support-seeking phenomenon. The hermeneutic spiral provides a holistic understanding of the valuing process for S-D logic’s view of service as a process. Hence, value is not a perceptual state at an endpoint of time, rather it is a here-and-now snapshot ‘taking stock’ in a dynamic process. 
The second contribution this study makes to S-D logic relates to the processual understanding of value. In the process of valuing, the participants were experiencing and understanding the support-seeking phenomenon in relation to their mental acts, or structural awareness, at a moment of time. Thus, participants appreciate, and act upon their thoughts. This builds on the S-D logic’s Foundational Premise (FP) 10 that the beneficiary always uniquely and phenomenologically determines value. Specifically, the second contribution of this research relates directly to the insights revealed by the phenomenography method into variations in participants’ experiences of support-seeking. The research provides sound empirical support for valuing as a dynamic process, which extends the FP10 notion of value as a static valuation at a particular point in time.
Along with the S-D logic contributions, this study contributes phenomenography as a research method that is little known in marketing. This method has the potential to understand the variations of individuals’ realities as experienced. The practical implication of this study adds to knowledge of support-seeking behaviour as an avenue for businesses to engage in people’s appreciation and be of service to them.

year: 2015

title: Relationship between meteoric ¹⁰Be and NO₃⁻ concentrations in soils along Shackleton Glacier, Antarctica

authors: Diaz, Melisa A.

abstract: Outlet glaciers that flow through the Transantarctic Mountains (TAM) experienced changes in ice thickness greater than other coastal regions of Antarctica during glacial maxima. As a result, ice-free areas that are currently exposed may have been covered by ice at various points during the Cenozoic, complicating our understanding of ecological succession in TAM soils. Our knowledge of glacial extent on small spatial scales is limited for the TAM, and studies of soil exposure duration and disturbance, in particular, are rare. We collected surface soil samples and, in some places, depth profiles every 5 cm to refusal (up to 30 cm) from 11 ice-free areas along Shackleton Glacier, a major outlet glacier of the East Antarctic Ice Sheet. We explored the relationship between meteoric ¹⁰Be and NO₃⁻ in these soils as a tool for understanding landscape disturbance and wetting history and as exposure proxies. Concentrations of meteoric ¹⁰Be spanned more than an order of magnitude across the region (2.9×10⁸ to 73×10⁸ atoms g⁻¹) and are among the highest measured in polar regions. The concentrations of NO₃⁻ were similarly variable and ranged from ∼ μg g⁻¹ to 15 mg g⁻¹. In examining differences and similarities in the concentrations of ¹⁰Be and NO₃⁻ with depth, we suggest that much of the southern portion of the Shackleton Glacier region has likely developed under a hyper-arid climate regime with minimal disturbance. Finally, we inferred exposure time using ¹⁰Be concentrations. This analysis indicates that the soils we analyzed likely range from recent exposure (following the Last Glacial Maximum) to possibly >6 Myr. We suggest that further testing and interrogation of meteoric ¹⁰Be and NO₃⁻ concentrations and relationships in soils can provide important information regarding landscape development, soil evolution processes, and inferred exposure durations of surfaces in the TAM.

text: Relationship between meteoric ¹⁰Be and NO₃⁻ concentrations in soils along Shackleton Glacier, Antarctica Outlet glaciers that flow through the Transantarctic Mountains (TAM) experienced changes in ice thickness greater than other coastal regions of Antarctica during glacial maxima. As a result, ice-free areas that are currently exposed may have been covered by ice at various points during the Cenozoic, complicating our understanding of ecological succession in TAM soils. Our knowledge of glacial extent on small spatial scales is limited for the TAM, and studies of soil exposure duration and disturbance, in particular, are rare. We collected surface soil samples and, in some places, depth profiles every 5 cm to refusal (up to 30 cm) from 11 ice-free areas along Shackleton Glacier, a major outlet glacier of the East Antarctic Ice Sheet. We explored the relationship between meteoric ¹⁰Be and NO₃⁻ in these soils as a tool for understanding landscape disturbance and wetting history and as exposure proxies. Concentrations of meteoric ¹⁰Be spanned more than an order of magnitude across the region (2.9×10⁸ to 73×10⁸ atoms g⁻¹) and are among the highest measured in polar regions. The concentrations of NO₃⁻ were similarly variable and ranged from ∼ μg g⁻¹ to 15 mg g⁻¹. In examining differences and similarities in the concentrations of ¹⁰Be and NO₃⁻ with depth, we suggest that much of the southern portion of the Shackleton Glacier region has likely developed under a hyper-arid climate regime with minimal disturbance. Finally, we inferred exposure time using ¹⁰Be concentrations. This analysis indicates that the soils we analyzed likely range from recent exposure (following the Last Glacial Maximum) to possibly >6 Myr. We suggest that further testing and interrogation of meteoric ¹⁰Be and NO₃⁻ concentrations and relationships in soils can provide important information regarding landscape development, soil evolution processes, and inferred exposure durations of surfaces in the TAM.

year: 2021

title: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies

authors: Graham, Judith Ann

subjects: key competencies

abstract: This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

text: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

year: 2019