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Work-integrated learning as a landscape of practice
No full textThis article proposes that work-integrated learning (WIL) is a Landscape of Practice (LoP) within the wider higher
education ecosystem. It applies concepts from the LoP literature to present a new perspective on WIL programs
and ecosystems. It further emphasizes that students are central within the WIL LoP, developing knowledge as
they traverse individual communities including industry partners, professional accrediting bodies, careers
services, academics, curriculum, and support staff connected to WIL. Additionally, the article highlights the role
of higher education institutions in addressing tensions of difference between communities comprising the WIL
LoP. The article contributes to the literature on WIL and higher education by conceptualizing WIL as a LoP,
revealing a new understanding of how various communities support student development through WIL. It also
offers higher education institutions practical implications for developing and maintaining student-centered
communities of practice that constitute a supportive WIL LoP
Kai whakakitenga-nui te whakatōhea: Whenua planning for kai security
No full textTo exercise Tino Rangatiratanga in our pursuit to define our local food systems through the traditional knowledge and practice of growing kai that will inspire and transform the health and well-being of all Whakatōhea, Whānau, Hapū, Iwi
The institutional role of charity regulators in bringing charities to account: An international comparative study of charity regulators in New Zealand, Australia, Canada and England and Wales
No full textAccountability in the charity sector continues to be important, especially since charity numbers continue to grow regardless of the economic cycle. Charity regulators play a critical role in managing the charity sector as its primary task is ensuring compliance with the regulatory framework. However, it is also important to evaluate whether the practices and procedures of charity regulators are effective within the broader context of charity accountability. This paper aims to explore charity accountability from the perspective of charity regulators. In common law countries, the charity regulator has oversight over the charity sector and, therefore, has the opportunity to enhance charity accountability. Through the lens of institutional theory, this paper provides an international comparative study of New Zealand, Australia, Canada and England and Wales, all of which share a common law heritage. This study demonstrates how the state regulators in each country have applied different mechanisms of charity accountability by institutionalising the norms and standards required from charities. By identifying and comparing the countries, this paper reveals whether some institutional practices by some regulators have been more effective than others in bringing charities to account
Editorial for “Unmasking Racism and Oppression in Psychology” – Part II
No full textSince publishing the first part of the “Unmasking Racism and Oppression in Psychology” special issue in March 2025, we have received immense aroha and gratitude from colleagues and students eager to learn about the perspectives of Indigenous and minoritised groups in psychology and how they can support the development of an anti-racist discipline. Rather than seeking to prove the existence of racism in the field (Crossing et al., 2024), this issue centres on validating our authors’ experiences of navigating oppression, challenging Eurocentric psychology, resisting assimilation, and remaining grounded in Indigenous ontologies and epistemologies while staying accountable to their communities. Racism in psychology has been called out by many colleagues in Aotearoa (to name a few; Levy & Waitoki, 2016; Love, 2008; Pomare et al., 2021), and this issue responds to their concerns by amplifying solutions for change in the teaching, practice, and research of psychology
Planning for the protection and enhancement of marine environments' wellbeing
No full textThe wellbeing of marine environments has a direct relationship with the types of whenua (land, placenta) use and management practices that go from the mountains to the sea. In Aotearoa, activities that are carried out in this land-marine interface, including those related to Nature-based Solutions (NbSs), are regulated by national, regional, and district policies (e.g., New Zealand Coastal Policy Statement, regional plans, and district plans). However, due to its novel character, not all current policies account for the realisation of NbSs nor are NbSs’ potential for addressing the wellbeing of our marine environments well understood.
This dissertation focuses on Tauranga Moana (the seas of Tauranga) as the chosen locality for the case study area, to:
i) investigate how the Ngapeke 7 Trust’s community participants in the Ngāti Pūkenga area of Tauranga Moana understand and value NbSs for addressing the wellbeing of their marine systems; and,
ii) review current planning policies and mechanisms to identify barriers, enablers, and gaps that support or hinder the implementation of NbSs in Tauranga Moana, observing through a Kaupapa Māori lens.
Findings emphasize that integrating mātauranga Māori and Māori Ecological Knowledge (MEK) with scientific knowledge offers a holistic approach to environmental management, enhancing decision-making, education, and policy. Key Māori values, including whakapapa, mauri, and kaitiakitanga, are central to this approach.
The research identifies gaps in policies regarding NbS realization and a need for greater understanding of NbS potential and Māori perspectives. Implications include the necessity of integrating MEK into environmental practices and policies, and the value of NbSs for effective and equitable environmental outcomes. Limitations include sample size and scope, which focused on the Ngapeke 7 block. This research contributes valuable insights for environmental planning and management by centring mātauranga Māori and values in NbS implementation for marine health
Māori-focused course content in undergraduate psychology programmes in Aotearoa New Zealand
No full textTechnological concepts and technical contexts for technology education
No full textThe origins and trajectory of technology education in different national contexts has been well charted, and the Irish context mirrors the vocational past found in many countries around the world (Banks & Williams, 2022). While an in-depth discussion on this history is beyond the scope of this chapter, it is important to note. The relevance here stems from the clarity through which the content of these previous subject may be represented. As the primary focus was on the preparation of learners for the world or work, the skills, knowledge and competencies associated with wood- and graphical communication-oriented professions formed the primary content of subjects. With the development from vocationally oriented technical education, technology education is instead presented as a learning area of importance for all learners. While the goals for technology education are well articulated, and have been for some time, the perennial debate in technology education is the stymied transition from technical education. It is my contention that the technical contexts that defined vocational education, which are still present in curricular representations of technology education, contribute to these tensions
Early prediction of Li-ion cell failure from EIS derived from current-voltage time series
No full textThe ability to reliably detect the forthcoming failure of a rechargeable cell without removing it from its normal operating environment remains a significant goal in battery research. In this work we have cycled in the laboratory a previously-aged 3.2 A h, 3.6 V 18650 INR LiNixMnyCo 1 − x − y O2 cell for 300 d until failure was apparent, using a current waveform representative of use in an electric vehicle application. Electrochemical impedance spectroscopy (EIS) down to 5 µHz was also performed on the cell as a ‘gold-standard’ measure, at the beginning, end and part way through the cycling. Analysis of voltage and current time series data using both parametric (equivalent circuit model) and non-parametric (wavelet-based analysis) approaches allowed us to successfully reconstruct the EIS data. As the battery aged, impedance gradually increased at frequencies between 10−4 Hz—10−1 Hz. The increase accelerated around 50 d before the battery ultimately failed. The acceleration in rate of change of impedance was detectable while the cycle efficiency remained high, indicating that a user of the cell would be unlikely to detect any change in the cell based on its performance or by common measures of state-of-health. The results imply upcoming failure may be detectable from time series analysis weeks before any noticeable drop in cell performance
Racism and bullying as correlates for considering ending psychology training in Aotearoa New Zealand
No full textDespite global calls to enhance culturally safe care for Indigenous and minoritised groups, little attention has been given to exploring students’ experiences in psychology training programmes to meet these needs. A series of chi-square tests was performed to examine group differences for participants in the Kia Whakapapa Pounaumu survey (n = 107) in their consideration of ending their training and their decision to seek professional help. Over half (55%) of students reported having considered ending their psychology training. Our findings show that students who have experienced or witnessed forms of injustice such as institutional racism, microaggressions, and bullying, encounter additional barriers in completing their training. If psychology bodies wish to redress the harm caused to Indigenous and minoritised groups in the discipline of psychology, they must ensure the training programmes themselves do not perpetuate harm
Matriarchal legacy: Intergenerational research empowering st’at’imc women through nxekmenlhkálha múta7 nt’kamenlhk’álha (st’at’imc laws and way of life)
No full textThis thesis explores how physical literacy, which is defined here as the physical quadrant in the St’at’imc medicine wheel, mitigates trauma and promotes healing for St’at’imc matriarchs and survivors of the Canadian residential school system; it does this by highlighting stories of resilience, resistance, and finding strength in unexpected places. Initially, the study aimed to document the healing journey of twenty Indigenous residential school survivors through sport. However, the Covid-19 pandemic in 2020 and the re-discovery of the 215+ Le Estcwicwéy̓ (“the Missing”) Indigenous children at the Kamloops Indian Residential School in 2021 re-traumatized potential participants.
In response to these events and ethical considerations, the research shifted focus to the Nxekmenlhkálha múta7 Nt’ákmenlhk’alha (St’at’imc laws and way of life), narratives of survivance, and intergenerational healing through research. As a matriarch of the Ts’al’alh band from the St’at’imc Nation, my narrative intertwines with those of three St’at’imc matriarchs and residential school survivors. Utilizing Indigenous story work and narrative inquiry, the study amplifies our lived experiences, emphasizing survivance rather than sport and showcasing the resilience and endurance of Indigenous women through Nxekmenlhkálha múta7 Nt’ákmenlhk’alha.
This thesis represents a personal and collective journey through family and community knowledge. It demonstrates the integration of intergenerational research with my own family, including my aunties, and my children. Through an Indigenous worldview, the research reveals the strengths of children as they grow, providing them opportunities to enhance their skills and explore their culture. The study offers a space of cultural resurgence within a colonial system, promoting healing and resilience among the St’at’imc people