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Facilities management professional development: A New Zealand case study
No full textThis paper sets out to consider the stage of development of the Facilities Management (FM) sector in New Zealand and draw lessons from other countries which may be further down the road of professionalisation. A comprehensive literature review was conducted in order to learn from other regions. This was followed by a “world-café” discussion forum attended by 18 FM managers and academics in New Zealand held during an FM Masterclass. Delegates highlighted the issues of professional
recognition, career pathways and academic qualifications, and these closely mirrored key themes from the literature and from professional FM associations in the USA, UK and continental Europe. While many key organisations and individuals in the New Zealand FM industry were represented in this study, the field of FM is still young in
New Zealand, and there are many individuals active in FM in New Zealand who may not recognise that term and who were therefore not consulted for this study. Further large-scale quantitative studies are being
conducted to address this. It would appear that New Zealand’s FM industry is in many ways some 15 years behind Europe, but also has the advantage of not having the negative connotations that Europeans have because of the cost-cutting initiatives often associated with the implementation of FM
Book Review: Robie, D. (2014). Don't spoil my beautiful face: Media, mayhem and human rights in the Pacific. Auckland: Little Island Press (ISBN 9781877484254)
No full textBook Review: Robie, D. (2014). Don't spoil my beautiful face: Media, mayhem and human rights in the Pacific. Auckland: Little Island Press (ISBN 9781877484254
International students and personal responsibility towards learning
No full textAbstract Together with a supportive high quality learning environment and individual motivations, international students’ responsibility towards academic learning and capacity to exercise responsibility are crucial to ensure their meaningful engagement in learning and their academic success. This paper aims to address international students’ perceived responsibility towards their academic learning. It is based on a four-year research project that focuses on international students’ learning and engagement in Australian institutions. Semi-structured interviews and fieldwork were the key instruments for data collection for this research. The paper points to the importance of both external and internal factors in influencing international students’ perspectives on their personal responsibility and how such responsibility is critical to their academic performance. The factors shaping international students’ views on their personal responsibility range from extrinsic obligations to intrinsic motivations, including externally imposed legal requirements and financial pressures to ensure good returns on investment in overseas study, their self-esteem and identity, perceived work ethic, as well as intrinsic interest for academic development and employment prospects. The paper indicated that it is important to place emphasis on not only nurturing international students’ sense of responsibility but also providing them with the condition to enact their responsibility through specific goaloriented tasks in the classroom as well as in the broader institutional community
Development of occupations in the new entrepreneurial working life situation: an example of a chef’s profession
No full textOpen Journal of International Education, volume 1, number 1, 2016
Compulsory teaching of English: Impacts on learning in a Fiji classroom
No full textAbstract English is the second language for the majority of students in Fiji, but it is viewed as the official language of instruction in Fiji classrooms. This study explored the impact of using English as a second language on students’ academic performance. The study was conducted in a multicultural school in Labasa, located in the northern part of Fiji. This school consists of students and teachers from multicultural backgrounds. Using a qualitative approach, this study found that 77% of the students do not have problems in understanding and using English in learning. It was also found that, while Fijian Vernacular* is a compulsory subject, 30% of the indigenous Fijian students in this school do not perform well in Fijian Vernacular. One of the reasons is that indigenous Fijian parents speak to their children in English at home, fearing that their children will not do well in school if they do not know how to speak in English. Also, there are not enough qualified Fijian Vernacular teachers. This study recommends that parents be made aware of the importance of the Vernacular in students’ learning, and the Ministry of Education should invest in developing the qualifications of Fijian Vernacular teachers. Finally, it is also recommended that a future study be conducted to find out the impacts of the teaching of compulsory Fijian Vernacular to non-indigenous Fijian students. Keywords: Codeswitch, Compulsory Vernacular, Conversational Hindi, Conversational iTaukei, Cultural gap, Cultural literate, Fiji Baat, Fiji Language Policy, Language of Instruction, Multicultural classroom, Scaffold, Shudh Hindi, Vosa Vaka-Vit
Tourism’s place in the school curriculum: A case study from Tonga
No full textAbstract This paper identifies that the option to study tourism is not accessible to secondary school students in Tonga. It argues that, if it was possible to include tourism studies in the curriculum, this could potentially stimulate interest for students in this industry, in a Pacific island that is heavily dependent on tourism. It could also encourage and help retain students who are disengaging from secondary school education. This could potentially increase students’ confidence and at the same time provide an appropriate entry level qualification for the tourism industry. The paper compares the curriculum that New Zealand and Australian counterparts offer for secondary school tourism students. It reports from the perspective of major stakeholders in Tonga, recent regional studies on tourism subjects for schools in other parts of the South Pacific, and concludes by suggesting strategies and a pathway to commence the introduction of tourism subjects that would benefit both the students and the tourism industry of Tonga. Keywords: secondary school curriculum, tourism, Tonga, educatio
Facilities management professional development: A New Zealand case study
No full textThis paper sets out to consider the stage of development of the Facilities Management (FM) sector in New Zealand and draw lessons from other countries which may be further down the road of professionalisation. A comprehensive literature review was conducted in order to learn from other regions. This was followed by a “world-café” discussion forum attended by 18 FM managers and academics in New Zealand held during an FM Masterclass. Delegates highlighted the issues of professional recognition, career pathways and academic qualifications, and these closely mirrored key themes from the literature and from professional FM associations in the USA, UK and continental Europe. While many key organisations and individuals in the New Zealand FM industry were represented in this study, the field of FM is still young in
New Zealand, and there are many individuals active in FM in New Zealand who may not recognise that term and who were therefore not consulted for this study. Further large-scale quantitative studies are being conducted to address this.
It would appear that New Zealand’s FM industry is in many ways some
15 years behind Europe, but also has the advantage of not having the negative connotations that Europeans have because of the cost-cutting
initiatives often associated with the implementation of FM
Hospitality education training for tourism enterprises: Reflections on a Tongan case study
No full textTourism enterprises, namely visitor attractions, activities and services, contribute significantly to overall visitor satisfaction. Developing an accreditation framework with quality assurance standards for tourism enterprises is part of a range of interventions designed to improve the
outcomes for tourism in Tonga. This paper discusses the accreditation standards developed for hospitality enterprises and the training component which was delivered to assist the assessors. Interactive training
workshops were held in Tongatapu in September 2015, for 30 participants, using a combination of theory, guidance manual and practical on-site assessment reviews. The training aimed to develop the skills of trainee assessors to enable them to conduct assessments of tourism enterprises to a consistent and reliable standard. Training in a developing country presented challenges for the trainers. This paper reports and reflects on some of those challenges and considers if the needs of the trainees and the Tongan government were fulfilled by these assessor workshops. It considers how this training and education may benefit tourism experiences and tourism growth for Tonga in the future
International students and personal responsibility towards learning
No full textOpen Journal of International Education, volume 1, number 1, 2016