title: Brown bullhead catfish (ameiurus nebulosus) in Lake Taupo

authors: Barnes, Grant E.

subjects: brown bullhead catfish

abstract: Brown bullhead catfish (Ameiurus nebulosus) were first discovered in Lake Taupo during the early 1980s and are believed to have originated from an illegal liberation into the southern end of the lake. A native of the southern and eastern states of America, these catfish have been in New Zealand since 1878 and are now widespread throughout the Waikato region. In 1995 the population structure, abundance, age, growth rate and diet of catfish in the littoral zone (<5 m deep) of Lake Taupo were examined by setting fyke nets overnight in three different habitat types. A total of 6247 catfish was caught from 269 fyke-net sets (mean CPUE 23 fish net–1 night–1). Catfish abundance was greatest in shallow, sheltered, macrophyte-dominated bays, where the population was skewed towards small catfish (<150 mm FL). Adjacent rocky headlands and escarpments supported populations of large fish (>150 mm FL) and small fish. Low numbers of catfish across all size classes were caught from exposed sandy sites. The diet of catfish was size and habitat dependent. Small catfish (<150 mm FL) fed predominantly on chironomids, Cladocera, gastropods, caddisfly larvae, plant material and detritus. Larger catfish were found to prey to a greater extent on koura (Paranephrops planifrons), fish and terrestrial invertebrates.

text: Brown bullhead catfish (ameiurus nebulosus) in Lake Taupo Brown bullhead catfish (Ameiurus nebulosus) were first discovered in Lake Taupo during the early 1980s and are believed to have originated from an illegal liberation into the southern end of the lake. A native of the southern and eastern states of America, these catfish have been in New Zealand since 1878 and are now widespread throughout the Waikato region. In 1995 the population structure, abundance, age, growth rate and diet of catfish in the littoral zone (<5 m deep) of Lake Taupo were examined by setting fyke nets overnight in three different habitat types. A total of 6247 catfish was caught from 269 fyke-net sets (mean CPUE 23 fish net–1 night–1). Catfish abundance was greatest in shallow, sheltered, macrophyte-dominated bays, where the population was skewed towards small catfish (<150 mm FL). Adjacent rocky headlands and escarpments supported populations of large fish (>150 mm FL) and small fish. Low numbers of catfish across all size classes were caught from exposed sandy sites. The diet of catfish was size and habitat dependent. Small catfish (<150 mm FL) fed predominantly on chironomids, Cladocera, gastropods, caddisfly larvae, plant material and detritus. Larger catfish were found to prey to a greater extent on koura (Paranephrops planifrons), fish and terrestrial invertebrates.

year: 2003

title: Inhibitors to the Organisational Adoption of Gamification

authors: Jefferies, Dannette (Dannie) Louise

subjects: Gamification

abstract: This study looks at how organisations can use technology to engage, motivate, and reward staff by embedding game-like elements into business applications and processes through a phenomenon called gamification.

Gamification is an emerging phenomenon that has the potential to increase engagement, productivity and performance in organisations. It is the convergence of motivation theory, information systems, and the rise of digital communications systems. Gamification has been trending academically since 2010, and appears to support the human drivers of motivation and engagement through the appeal of both intrinsic and extrinsic rewards. Yet, while gamification appears to be a solution to the issues surrounding employee motivation, there is little documented evidence of successful enterprise integrations. 

Gamification may be the modern elixir to all that ails organisations as they struggle to attract, nurture and retain talented employees. However, if this is the case, then why are gamified practises not widely adopted by companies? 

Twelve participants were interviewed for this qualitative study. The first three participants work in software organisations that have first-hand experience with gamified product and process development. Next, a further nine participants were interviewed, three in the broadly-defined communications industry, three in finance, and one each in real estate, retail sales, and manufacturing. These participants were selected as potential users of gamification within an organisational context. 

The grounded theory methodology is used to explore the inhibitors to gamification techniques in organisations. Data collection strategies included in-depth interviews and grounded theory methodology techniques are used for data analysis.

This study found the adoption of gamification in organisations is largely inhibited by the infancy of the gamification industry as the availability of gamified platforms, and the demand from organisations is relatively low. It is expected that gamification will become more mainstream in the future as an applied business practice. 

Voluntariness is a critical factor within any managerial initiatives aimed at cultivating positive employee attitudes and experiences at work. The concept of employee consent includes mandatory fun events such as companywide social events as well as gamification systems.

The original contributions to knowledge of this thesis include two conceptual models.  The first draws on an existing model for game design and proposes that employee engagement is an emergent property of an open gamification system. Emerging from the combination of mechanics and dynamics creating an aesthetic experience that meets the motivational needs of employees and thereby evokes an emotional commitment to the organisation and furthermore, it motivates employees to focus on shared organisational and individuals’ goals. The second conceptual model draws on Hofstede’s organisational culture dimensions framework and posits that there may be a specific cultural pattern for organisations best suited for effective gamification. This study finds organisations with cultures that are goal-oriented; externally driven; easy-going work discipline; local; open systems; and have an employee orientation, are more likely to find gamification is an appropriate fit for their organisation.

In addition, this thesis distinguishes between gamification and organisational gamification and offers a unique definition for gamification implemented within organisations, which has been purposefully and strategically implemented.

text: Inhibitors to the Organisational Adoption of Gamification This study looks at how organisations can use technology to engage, motivate, and reward staff by embedding game-like elements into business applications and processes through a phenomenon called gamification.

Gamification is an emerging phenomenon that has the potential to increase engagement, productivity and performance in organisations. It is the convergence of motivation theory, information systems, and the rise of digital communications systems. Gamification has been trending academically since 2010, and appears to support the human drivers of motivation and engagement through the appeal of both intrinsic and extrinsic rewards. Yet, while gamification appears to be a solution to the issues surrounding employee motivation, there is little documented evidence of successful enterprise integrations. 

Gamification may be the modern elixir to all that ails organisations as they struggle to attract, nurture and retain talented employees. However, if this is the case, then why are gamified practises not widely adopted by companies? 

Twelve participants were interviewed for this qualitative study. The first three participants work in software organisations that have first-hand experience with gamified product and process development. Next, a further nine participants were interviewed, three in the broadly-defined communications industry, three in finance, and one each in real estate, retail sales, and manufacturing. These participants were selected as potential users of gamification within an organisational context. 

The grounded theory methodology is used to explore the inhibitors to gamification techniques in organisations. Data collection strategies included in-depth interviews and grounded theory methodology techniques are used for data analysis.

This study found the adoption of gamification in organisations is largely inhibited by the infancy of the gamification industry as the availability of gamified platforms, and the demand from organisations is relatively low. It is expected that gamification will become more mainstream in the future as an applied business practice. 

Voluntariness is a critical factor within any managerial initiatives aimed at cultivating positive employee attitudes and experiences at work. The concept of employee consent includes mandatory fun events such as companywide social events as well as gamification systems.

The original contributions to knowledge of this thesis include two conceptual models.  The first draws on an existing model for game design and proposes that employee engagement is an emergent property of an open gamification system. Emerging from the combination of mechanics and dynamics creating an aesthetic experience that meets the motivational needs of employees and thereby evokes an emotional commitment to the organisation and furthermore, it motivates employees to focus on shared organisational and individuals’ goals. The second conceptual model draws on Hofstede’s organisational culture dimensions framework and posits that there may be a specific cultural pattern for organisations best suited for effective gamification. This study finds organisations with cultures that are goal-oriented; externally driven; easy-going work discipline; local; open systems; and have an employee orientation, are more likely to find gamification is an appropriate fit for their organisation.

In addition, this thesis distinguishes between gamification and organisational gamification and offers a unique definition for gamification implemented within organisations, which has been purposefully and strategically implemented.

year: 2017

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018