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Challenges in Leading and Managing Religious Volunteers Across Cultures: A Study of Afrikaans Churches Operating in Auckland
No full textAbstract
Religious organisations play an important role in supporting immigrants by providing them a spiritual home and social belonging. However, this may mean that churches need to operate across cultures, which could result in communication and leadership challenges. This study examines these complexities within Afrikaans churches that have transplanted from South Africa to Auckland. A qualitative thematic analysis was used to investigate how the “silent exodus” of second-generation immigrants, intercultural communication, cultural adaptation, and cross-cultural dimensions influence motivation, leadership, and organisational structure of these churches. Prior research primarily focused on Eastern culture churches that are planted in Western countries. This study addresses a gap in the research by exploring the challenges that a Western-origin church faces when operating in a different Western culture. The data was collected through semi-structured interviews with ten participants actively involved between 2019 and 2025 in one of four participating Afrikaans churches in Auckland. The analysis generated three themes: Motivation and Purpose, Structure and Challenges, and Language as Barrier and Strategy. Findings suggest that Afrikaans churches in Auckland may experience the “silent exodus”, although some bicultural second-generation immigrants choose to participate in these churches. The analysis also resonates with Social Identity Theory by suggesting that some Afrikaans immigrants join these churches to foster positive self-identity which results in a strong in-group bond and can be a motivator for volunteering. Additionally, microcultures arising from cultural adaptation, linguistic shifts, and different church backgrounds could contribute to cross-cultural communication, leadership, and structural challenges of these Afrikaans churches in Auckland. This study contributes to the literature on religious communities among immigrants, generational transitions in religious immigrants, and cross-cultural religious volunteering. Future research could explore whether the findings in this study are relevant to Afrikaans churches that have transplanted outside of Auckland, the influence of New Zealand culture on other transplanted churches, and the average lifecycle of transplanted churches
Renewable Energy Prediction using the Deep Learning and Machine Learning Techniques
No full textAn MIT Research Project presentation delivered at the Auckland Institute of Studies Research Symposium, 28 November 2025
Diversification of tertiary, research, and special library services: OCLC WMS, ILL and CONTENTdm projects
No full textOCLC WMS, ILL, SSO, EZProxy, and CONTENTdm projects – Auckland Institute of Studies Library
Aotearoa New Zealand: Open Scholarship Developments - U6 Forum, University of Buenos Aires
No full textThe most up-to-date overview of Open Access in New Zealand with recommendations, is the recent report published by the Prime Minister's Chief Science Advisor’s Office:
The Future is Open: Establishing Wider Open Access for Research Publications in Aotearoa New Zealand – released on 31 May 2022.
While individual universities and their libraries have been creating and maintaining infrastructure and resources to support and educate on Open Access (or at the least public access) in Aotearoa for a number of years, there has yet to be New Zealand government policy coming out of our political bodies that presently seem to be the big drivers of change in overseas countries. This presentation will discuss the current state of open access publishing in Australasia and the role tertiary libraries have in supporting open science and research in the region
AIS Library Staff on Covid-19 Pandemic Experience 2020
No full textAn interview of AIS staff and their experiences with the Covid-19 pandemi
Quantitative Analysis: Descriptive and Inferential Statistics Summary
No full textThis document combines and summarises a couple of basic quantitative concepts we explored in the Research Methods or Industry Project classes and via email or conversations with each of you individually. It provides basic introductory information, and you would need to read other sources to gain greater understanding of the theoretical and practical foundations and to ensure you apply the principles of questionnaire design, data gathering and analysis appropriately within the specific research projects you take on. In other words, you need to do some further reading and research about research methods and its application to your own project(s). You can also ask experts for their advice.
This summary document also intends to encourage you to seek information about conducting analyses as this is something you’d be expected to do as a graduate, i.e. identify, define and solve problems, including research problems. You need to learn how to seek out material you can use to learn how to do what needs to be done, credibly, to generate and provide evidence-based information for decision-making
2019 Research Methods - Quantitative Summary
No full textThis document combines and summarizes a couple of basic quantitative concepts for research projects for tertiary business administration studie
Apocalypse? No! Maintaining traditional educational values in a disrupted environment
No full textAbstract Over recent years, there has emerged an increasingly apocalyptic vision of the traditional teacher-student education model. University lecture rooms are emptying in favour of massive open online courses (MOOCs). Social media, virtual classes, chat rooms, online teaching and artificial intelligence are creating ongoing disruption. This paper aims to look at the current climate of disruption in education worldwide, brought on by technological change, to reflect on the changes and to suggest that they have had, and will continue to have, less impact on the English language teaching sector than on other sectors. This is primarily because English language teaching is essentially and compellingly rooted in human interactivity, and does not lend itself to digital modernisation or virtual delivery. The traditional English language teacher will remain the Omega Man of international education. Key words: innovation, artificial intelligence, machine learning, disruption, English language teaching, ELT, international educatio
Developing Indonesia teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach
No full textAbstract The need for schools to develop workers with 21st century competencies such as critical and creative thinking as well as social, cultural and technological literacies is globally recognised (e.g. PS21, 2009). Teachers face the challenge of engendering 21st century learning (21CL) experiences to help students develop such competencies (Koh, Chai, Wong, & Hong, 2015). Driven by information and communication technology (ICT), 21CL can be described as technology-supported learning experiences that are active, authentic, constructive, collaborative, and intentional in nature (Howland, Jonassen, & Marra, 2013). However, 21CL experiences where students use ICT to support higher-order thinking and active learning are still not prevalent in schools as teachers struggle to go beyond using ICT as content instruction tools (Ertmer & Ottenbreit-Leftwich, 2013; Heitink, Fisser, Verplanken & van Braak, 2017). Teachers therefore need to develop technological pedagogical content knowledge (TPACK), their professional know-how for ICT integration. TPACK refers to the ways in which teachers integrate their technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) to create ICT-integrated lessons (Mishra & Koehler, 2006). Koh et al. (2015) assert that teachers need to develop TPACK for integrating ICT in ways that support 21CL, that is, TPACK for 21st century learning (TPACK-21CL). Teacher education programmes in TPACK-21CL are becoming important (see Chai & Koh, 2017; Koh, Chai, & Lim, 2017). TPACK-21CL programmes are also relevant for developing countries where ICT-driven pedagogies have been used to support educational reform and social progress (Kozma & Vota, 2014). This mixed methods study describes 80 Indonesian teachers’ TPACK-21CL development and their learning outcomes throughout a twoday professional development workshop. It also discusses how a TPACK21CL development approach supported with multiprong pedagogical reasoning activities could be relevant for supporting teacher professional development in an international context and its implications. Keywords: 21st century learning, TPACK, international teacher developmen
Book Review: Brown, A. (2019). Understanding and teaching English spelling: a strategic guide. New York, NY: Routledge. (ISBN 978-1-138-08267-0)
No full textBook Review: Brown, A. (2019). Understanding and teaching English spelling: a strategic guide. New York, NY: Routledge. (ISBN 978-1-138-08267-0