Proceedings: 2021 ITP Research Symposium, 25 and 26 November最新文献

{"title":"Managing Employee-Based Brand Equity and Firm Performance in the Hospitality Industry: The Role of an Employer’s Symbolic Brand Image and Work Environment","authors":"Z. Wisker","doi":"10.34074/proc.2205019","DOIUrl":"https://doi.org/10.34074/proc.2205019","url":null,"abstract":"This paper examines the effect of an employer's symbolic brand image on employee-based brand equity (EBBE) and firm performance. Drawing upon theories of Field and Equity, it hypothesises that EBBE mediates the relationship between the employer's symbolic brand image and firm performance, and the work environment acts as a moderating variable. The study has two sampling frames: senior managers to provide firm-performance perception; and cross-sectional employees to provide symbolic brand image, workplace environment and EBBE data. Data for the proposed model was regressed using SPSS Macro PROCESS Model 58 (Hayes, 2018). Results validate the proposed model except for the role of a moderating variable on the EBBE and firm-performance relationship.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124954503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resilience in Daily Routines for Children with Autism","authors":"T. Afrin","doi":"10.34074/proc.2205014","DOIUrl":"https://doi.org/10.34074/proc.2205014","url":null,"abstract":"Resilience for children with special needs is often discussed in terms of the families concerned rather than the children themselves. This article reports on a current study that aims to analyse sections of daily routines for children with autism, and to find subsequent examples of resilience that the children show. Under a qualitative research framework, the data is derived from a case study supported by a literature review. The literature review was conducted first to find out existing information that might be useful by parents and teachers to understand resilience of tamariki with autism. Relevant journal articles available in the EBESCO database within the time frame of 2000–2021 were looked at. An integrative review process was applied to navigate answers aligned with the research question. For the case study, the data were anecdotal records, of a child diagnosed with severe autism at the age of three. Anecdotes were from three years after the diagnosis, experienced by the author. The daily routine was divided into regular activities during the periods of morning, afternoon and night, both at home and in an early-childhood setting. The literature review revealed that meal time, toileting, play and transition are the aspects of daily routine that have been studied. However, the findings of these studies were very limited in terms of usefulness to teachers and parents due to their quantitative nature. The case study highlights common trends of resilience in the aspects of a day for a child with autism, while acknowledging differences that prevail. Strands of Te Whāriki, the Aotearoa New Zealand early-childhood curriculum, were used as a framework to analyse data for scaffolding the thoughts and mahi (work) of the early-childhood kaiako (teachers). The study proposes an extended version to include other cases, using social media networks.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129641737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Tensions in the Secular Workplace by Christians in the Social Services: Findings from an Aotearoa New Zealand Study","authors":"R. Tallon, Joey Domdom","doi":"10.34074/proc.2205015","DOIUrl":"https://doi.org/10.34074/proc.2205015","url":null,"abstract":"The social services are a value-laden field of employment as work involves frequent ethical decision-making around issues that relate to values, such as end of life, sexuality and so forth. Tensions can exist between individual practitioners, their employment agency and society, concerning ethics and values. This paper presents partial findings from a qualitative study that explored the tensions or issues faced by 16 Christian social-service practitioners working in non-faith-based settings by asking the question, “What tensions do Christian practitioners face in secular organisations?” In particular, we present themes from the findings that show utilisation of Indigenous cultural and/or spiritual practices to strengthen faith and work. The context is Aotearoa New Zealand, where there are unique relationships between religions (both from colonial settlers and Indigenous people), spirituality, secularism and the provision of social services. How these various aspects intersect and affect the Christian practitioner was of interest to this study. This paper may contribute to further research concerning the use of Indigenous practices in modern social services and healthcare.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127270672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Longitudinal Study Exploring Resilience and Wellbeing of Staff from Five Institutions Across Te Pūkenga Network During the 2020 Covid-19 Lockdown and Subsequent Lifting of Social Restrictions","authors":"P. McKelvie-Sebileau, S. Baddock, E. Iosua, Leevahn Smith, Lian Wu, P. Andersen, S. Miller, Griffin Leonard, Carmel Haggerty, Kelli Te Maihāroa, S. Brownie, D. Tipene-Leach","doi":"10.34074/proc.2205011","DOIUrl":"https://doi.org/10.34074/proc.2205011","url":null,"abstract":"The strict nationwide Covid-19 lockdown that began in March 2020 in Aotearoa New Zealand required staff from tertiary education institutions to immediately adapt and move their teaching and professional activities online, as well as maintain social contact remotely. The aim of our study was to explore the impact of the lockdown and restrictions on working life and personal wellbeing for staff at five Institutes of Technology and Polytechnics (ITPs) across Te Pūkenga national network. Participants were invited to complete an online survey at five time points, corresponding to different alert levels and decreasing social restrictions. They responded to questions about changes to work and personal life, activities to maintain wellbeing, adequacy and trustworthiness of information sources, and provided qualitative comment. Overall, 2250 responses were collected from 1240 individuals over the five time points. They show that participants made higher levels of adjustments in their working lives than in their personal lives or their efforts to maintain social contact. Levels of adjustment decreased over time, despite an increase in alert level (increased social restrictions) in September 2020. Attention to wellbeing also dropped off over time, with an increasing proportion of staff becoming at risk of poor wellbeing (below the cut-off of the WHO-5 depression index). Qualitative comments show innovative and creative ways of maintaining wellbeing despite the requirements for considerable adjustments to participants’ daily working and personal lives.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116640555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unfettered Resilience of School Archivists in Maintaining Value of Records to Support the New Zealand School Curriculum","authors":"E. Boamah","doi":"10.34074/proc.2205016","DOIUrl":"https://doi.org/10.34074/proc.2205016","url":null,"abstract":"The purpose of this study is to explore the key function of school archives and to highlight the important roles school archivists play in maintaining the value of records to support the curriculum. Although school archives play an important role in the school, little has been researched in New Zealand about the challenges school archivists face and their unfettered resilience to push through those obstacles to maintain the value of school records to support the curriculum. This article is part of a study in progress that employs an interpretive qualitative approach to understand the perspectives of school archivists on their purpose. The perspectives of seven school archivists from four regions of New Zealand are presented. The findings reveal the core functions of the school archive as a source of information for researchers, family members of past students, and corporate entities. The archive supports teaching and learning by providing teachers with useful and unique teaching aids from the collection. It also serves to preserve the identity and memory of the school. Specific tasks of the school archivist include collecting items for the archive, organising the collection, reporting, and displaying the materials for easy access and use by those who need them. Certain resources enable the archivist to achieve their purposes, but their passion is a key enabler. The main challenges school archivists face relate to issues with training and skills development, resourcing, recognition and awareness, inadequate facilities and collaboration. The study has useful implications for archival research in New Zealand as it discusses an area that has not been explored before. This article is limited to the perspectives of only seven school archivists, meaning it can be difficult to form a generalisation of school archivists in the whole of New Zealand. However, the study is still in progress and the author hopes to gather more perspectives in order to make a comprehensive generalisation.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117274935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study","authors":"Katie Owen, Augustilia Rodrigues, Cath Fraser","doi":"10.34074/proc.2205008","DOIUrl":"https://doi.org/10.34074/proc.2205008","url":null,"abstract":"Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121517359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical Use of Education and Dyslexic Lenses within Tertiary Education: The Dyslexia-Friendly Quality Mark","authors":"Victoria Beckwith","doi":"10.34074/proc.2205004","DOIUrl":"https://doi.org/10.34074/proc.2205004","url":null,"abstract":"This paper offers a lens to the Dyslexia-Friendly Quality Mark experience, from the perspective of a dyslexic person, how their perceptions shaped their perspectives, and the manifestation of these while journeying towards achieving the Dyslexia-Friendly Quality Mark. Normalising dyslexia and providing safe environments where dyslexia awareness is seen to be commonplace is important, and will support those who have prior experiences of struggling with education. Positive awareness of dyslexia supports diversity, performance, motivation and retention. It also benefits the learning of all learners and staff, not just those with dyslexic tendencies, by equipping them with awareness of advantageous strategies for themselves, their communities and organisations, both now and in the future. It is important for tertiary organisations to remember that a dyslexic person is likely to have dyslexic family members. Dyslexic people and whānau (family) may not know they are dyslexic (or may not identify as such), dyslexic people remain in education despite prior experiences or frustrations, and our dyslexic people are resilient and determined, having manoeuvred their way around obstacles to be in our organisations. The discussion surrounding dyslexia continues globally; significantly, there are things afoot in Aotearoa New Zealand that have gained attention overseas, and will have a resounding impact on tertiary staff and learners. It is an exciting time for dyslexia and Aotearoa New Zealand.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126874940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working from Home and Resilience among Working Parents During Covid-19","authors":"Shilpa Jain, Neeru Choudhary","doi":"10.34074/proc.2205012","DOIUrl":"https://doi.org/10.34074/proc.2205012","url":null,"abstract":"As a result of the Covid-19 pandemic, working from home (WFH) was introduced wherever it was possible around the world. For working parents (employees with at least one dependent child), it was not simply WFH, but it also included challenges related to a new way of learning from home for their children. The pandemic changed the way people worked in organisations; we’ve all had to adjust our daily routines to cope with it and we are still learning how to do so. The aim of this study was to investigate the experiences of working parents and examine the factors that contributed to their resilience while working from home during New Zealand’s first lockdown in March–April 2020. Ten in-depth, semistructured interviews were undertaken with working parents (having at least one school-aged child) drawn from sectors such as banking, education and professional services in the Wellington region. Data was analysed using a thematic analysis approach. Study results highlight that WFH was effective in enabling business continuity facilitated by virtual tools. However, participants reported high levels of stress as a result of uncertainty due to the pandemic and balancing work–family life, which had a negative impact on their performance and productivity. The key implication for organisations is to be mindful of the unique needs and challenges that working parents face when working from home. They need to nurture a culture of empathy while providing the right work set-up, including the use of virtual tools to connect and collaborate for WFH effectiveness. The study provides insight into the experiences of working parents and possible factors that contribute to resilience during a pandemic.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122412901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!","authors":"J. Lee-Morgan, Jo Mane, Joanne Gallagher, Ruia Aperahama","doi":"10.34074/proc.2205017","DOIUrl":"https://doi.org/10.34074/proc.2205017","url":null,"abstract":"This kaupapa Māori research project investigates the ways that two Māori-medium pathways (bilingual and immersion) work together in a newly built Flexible Learning Space (FLS) to progress te reo Māori and the aspirations of whānau. This paper introduces the project that proposes the notion of the Māori Modern Learning Environment (MMLE). Funded by Teaching Learning Research Initiative (TLRI), this two-year project is still in progress with the project only being at an early stage. The researchers are currently exploring how ‘space’ is understood and utilised by Māori teachers, students and whānau of two Māori-medium pathways, within the wider English-medium primary-school context. This pūrākau (casestudy) project takes a strengths-based approach, and is based on the experiences, pedagogies and potential of Te Akā Pūkaea, at Newton Central School. The two whānau groups and Māori-medium pathways at the centre of the study are: Te Uru Karaka (immersion) and Te Awahou (bilingual). This research is intended to respond to the call from Stewart and Benade (2020) to ‘spatial biculturalism’ as we theorise ‘space’ from a kaupapa Māori lens. Hence, the project is titled “A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!”.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122766285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systematic Literature Review of Perspective-Taking in Social Exchanges: Implications for Management and Leadership","authors":"G. Tuazon","doi":"10.34074/proc.2205018","DOIUrl":"https://doi.org/10.34074/proc.2205018","url":null,"abstract":"Contemporary research in the area of perspective-taking in the workplace has begun to challenge our view of how it is currently conceptualised and measured. Whereas individual-level perspective-taking was initially assumed to be a predominantly cognitive process, recent empirical work has documented the complexity of perspective-taking and scholars are starting to acknowledge that perspective-taking should not be considered in subjective isolation but in conjunction with sociocultural, affective, and organisational practices. As such, this paper provides an extensive look at perspectivetaking within the context of social-exchange theory through a systematic review methodology. Three core research themes are found within perspective-taking literature: (a) emotional reconfiguration; (b) cognitive reconstitution; and (c) social and organisational familiarisation. These research themes are linked with arguments derived from leader–member exchange (LMX) theory to advance a framework of how perspective-taking may affect social-exchange relationships and consequent organisational outcomes.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123785704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}