title: Accounting and accountability in Fiji: A review and synthesis

authors: Sharma, Umesh Prasad

subjects: accounting

abstract: This paper reviews accounting and accountability research in Fiji. The review is based on 41 papers which were published in accounting refereed journals, professional journals, edited book chapters and thesis and other refereed journals outside accounting. The reviews are over the years 1978 and onwards. In addition to categorization of the reviewed papers according to accounting topics, theories and methods of data collection, some themes to which the papers could be related are discussed. Financial reporting/ accountability research is the most popular research in Fiji followed by the new public management. Corporate governance research treads third. The paper findings suggest some directions for future accounting history research in Fiji and where the data can possibly be sourced for such research. We conclude that more future work is needed in the areas of accounting history which entails topics such as accounting and the state, performance auditing, indigenous accounting, financial reporting, SMEs and accountability in general.

text: Accounting and accountability in Fiji: A review and synthesis This paper reviews accounting and accountability research in Fiji. The review is based on 41 papers which were published in accounting refereed journals, professional journals, edited book chapters and thesis and other refereed journals outside accounting. The reviews are over the years 1978 and onwards. In addition to categorization of the reviewed papers according to accounting topics, theories and methods of data collection, some themes to which the papers could be related are discussed. Financial reporting/ accountability research is the most popular research in Fiji followed by the new public management. Corporate governance research treads third. The paper findings suggest some directions for future accounting history research in Fiji and where the data can possibly be sourced for such research. We conclude that more future work is needed in the areas of accounting history which entails topics such as accounting and the state, performance auditing, indigenous accounting, financial reporting, SMEs and accountability in general.

year: 2014

title: Parental engagement in primary schooling in Aotearoa New Zealand: A policy enactment case study

authors: Smith, Megan

subjects: Parental engagement

abstract: Parental engagement in education is a deceptively simple idea. Supported by theory and empirical evidence, it is promoted in educational policy in many countries, including Aotearoa New Zealand. Nevertheless, research demonstrates a gap between the rhetoric and the reality of parental engagement practice. The critiques of factors and barriers influencing the gap in practice do not adequately address how schools, as sites of policy enactment, deal with the multifaceted dimensions of parental engagement. 
This study aims to increase the knowledge and understanding of the reality of parental engagement, especially as it is enacted and experienced in an Aotearoa New Zealand school setting. It focuses on two less considered material contexts, built and digital space. The research involved a single bounded case in an English-medium (state-not integrated) primary school. It is possible to apply multiple methods within a policy enactment case study, making it ideal for examining parental engagement's contextual, creative, and negotiated enactment process. 
The study's findings identified several limiting factors in the enactment of parental engagement. Dominant neoliberal and other, more traditional subjectivities constrained parental engagement by restricting the type of opportunities offered and which parents were able to take them up. Built space was underestimated as a source of both constraint and possible support for parental engagement, whilst digital space has transformative potential. 
The study concludes that greater clarity and a shared purpose would support the improved positioning of parents, the evaluation and alignment of built space to enhance parental engagement, maximise the potential of digital technologies, and help guide teachers and schools in their enactment. The findings have implications for government, teacher education, and teacher professional development to help realise these benefits for parental engagement.

text: Parental engagement in primary schooling in Aotearoa New Zealand: A policy enactment case study Parental engagement in education is a deceptively simple idea. Supported by theory and empirical evidence, it is promoted in educational policy in many countries, including Aotearoa New Zealand. Nevertheless, research demonstrates a gap between the rhetoric and the reality of parental engagement practice. The critiques of factors and barriers influencing the gap in practice do not adequately address how schools, as sites of policy enactment, deal with the multifaceted dimensions of parental engagement. 
This study aims to increase the knowledge and understanding of the reality of parental engagement, especially as it is enacted and experienced in an Aotearoa New Zealand school setting. It focuses on two less considered material contexts, built and digital space. The research involved a single bounded case in an English-medium (state-not integrated) primary school. It is possible to apply multiple methods within a policy enactment case study, making it ideal for examining parental engagement's contextual, creative, and negotiated enactment process. 
The study's findings identified several limiting factors in the enactment of parental engagement. Dominant neoliberal and other, more traditional subjectivities constrained parental engagement by restricting the type of opportunities offered and which parents were able to take them up. Built space was underestimated as a source of both constraint and possible support for parental engagement, whilst digital space has transformative potential. 
The study concludes that greater clarity and a shared purpose would support the improved positioning of parents, the evaluation and alignment of built space to enhance parental engagement, maximise the potential of digital technologies, and help guide teachers and schools in their enactment. The findings have implications for government, teacher education, and teacher professional development to help realise these benefits for parental engagement.

year: 2022

title: Joseph Harris Smallman

authors: Hart, Philip

abstract: Born to a mining agent and trained as a mining surveyor, in 1864, less than a year after the birth of his first child, Smallman left England for New Zealand to establish a ‘Mining business’, promising that his family would join him once it was successful. But they were never asked to join him, and after 1870 he ceased to write to his wife. 
The ‘Mining business’ never eventuated, but in 1865 he prospected at Thames, unsuccessfully seeking alluvial gold. Although criticized for living off Maori and doing little prospecting, with his partner he investigated several areas of the Hauraki Peninsula, again unsuccessfully. When the Thames goldfield was opened, with his encouragement, two years later, he mined there for some years, proving himself to be a competent miner but not making his fortune. After working elsewhere, by the mid-1870s he was living with another man’s ‘half-caste’ wife on her land near Te Aroha, having five children with her. Happy to be described as a Pakeha Maori and closely associated with the local hapu, he supported them over land dealings and the development of the district. Despite spending most of his time farming, he remained interested in prospecting, and made some explorations in districts closed to Pakeha. After gold was found at Te Aroha, for a short time he worked with Maori partners in unprofitable claims.
Either before or after his second wife had a child by another man in 1886, he left New Zealand to return to his English family; and remarkably, despite his first wife knowing that his liaison had produced children, she accepted him back after his long absence, and they remained together for the rest of their lives.

text: Joseph Harris Smallman Born to a mining agent and trained as a mining surveyor, in 1864, less than a year after the birth of his first child, Smallman left England for New Zealand to establish a ‘Mining business’, promising that his family would join him once it was successful. But they were never asked to join him, and after 1870 he ceased to write to his wife. 
The ‘Mining business’ never eventuated, but in 1865 he prospected at Thames, unsuccessfully seeking alluvial gold. Although criticized for living off Maori and doing little prospecting, with his partner he investigated several areas of the Hauraki Peninsula, again unsuccessfully. When the Thames goldfield was opened, with his encouragement, two years later, he mined there for some years, proving himself to be a competent miner but not making his fortune. After working elsewhere, by the mid-1870s he was living with another man’s ‘half-caste’ wife on her land near Te Aroha, having five children with her. Happy to be described as a Pakeha Maori and closely associated with the local hapu, he supported them over land dealings and the development of the district. Despite spending most of his time farming, he remained interested in prospecting, and made some explorations in districts closed to Pakeha. After gold was found at Te Aroha, for a short time he worked with Maori partners in unprofitable claims.
Either before or after his second wife had a child by another man in 1886, he left New Zealand to return to his English family; and remarkably, despite his first wife knowing that his liaison had produced children, she accepted him back after his long absence, and they remained together for the rest of their lives.

year: 2016