Conference Papers
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7616
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Item Real-time Employee Monitoring Technologies in the Construction Sector - Effect, Readiness and Theoretical Perspectives: The case of New Zealand(IOP Publishing Ltd, 2022-01-01) Wu RW; Yiu TW; Jelodar MBVarieties of Real-time Employee monitoring Technology (REMT) are becoming popular and have aroused significant interest in recent years from the construction sector, where the industry explores the use of advanced monitoring technologies to reduce unsafe work behaviours and improve productivity. However, studies identified some concerns about applying these monitoring technologies at construction sites. Consequently, REMT devices and applications have not been well-received for tracking frontline workers. Lack of understanding of REMT, monitoring data protection and privacy management strategy set a barrier for the monitoring technologies to implement in the construction industry. Privacy has become a critical issue for the future digital construction site. This study adopts the literature review and a questionnaire survey, examined the readiness, summarised effects of REMT applied at the New Zealand construction sites, identified the influence factors, and discovered the theories that will potentially explain the factors and address the potential impact. Communication Privacy Management theory (CPM), Equity Theory (ET) and Control Theory of Privacy (CTP) are reviewed, and a theoretical framework is built upon REMT adoption in the construction sector. In conclusion, future studies are recommended for the international construction entities to get ready to adopt the real-time monitoring tools.Item Digital badges - What is the state of play within the New Zealand Higher Education sector?(ASCILTE - Australasian Society for Computers in Learning in Tertiary Education, 2018-01-01) Hartnett M; Campbell M; Willems J; Adachi C; Blake D; Doherty I; Krishnan S; Macfarlane S; Ngo L; O’Donnell M; Palmer S; Riddell L; Story I; Suri H; Tai JThe importance and influence of digital technologies as a mediator and facilitator of learning is fundamentally changing education; what it encompasses, what counts as learning, who has access, where and when it occurs, and the ways in which skills, knowledge and capabilities are recognised. One technological innovation that has emerged within the last few years is digital badges. Developed to act as indicators of accomplishment, skill, or interest, they are being used in a variety of contexts for purposes such as to motivate, capture achievement, or credential learning. Digital badging is a technology that has the potential to change how we engage learners, deliver content and acknowledge learning. Internationally, digital badge use is growing particularly in Higher Education. However, to-date, it is difficult to determine how many institutions are using digital badges and for what purposes. This is particularly true within the New Zealand Higher Education context where little research is currently available. The focus of this study was to identify the ‘current state of play’ of digital badge use (i.e. which tertiary institutions are using badges, and the perceived benefits and drawbacks associated with their use) within the public New Zealand Higher Education sector.Item New Zealand National Standards assessment: Social justice issues for adolescent learnersPoskitt, JMInternationally, as adolescent learners move into higher stakes assessments their influence on selection and interpretation of assessment declines, despite their increasing capacity for self-regulated learning. Equity and access issues are implicit in New Zealand National Standards data for Years 7 and 8 (aged 11-13 years) students. Data analysis reveals the percentage of students in this age group achieving ‘at’ or ‘above’ the National Standard is, on average, 8% less in writing and 9% less in mathematics compared with students from Years 1-6. Concerns are raised about the accuracy and appropriateness of the assessments, as well as the alignment of curriculum, pedagogical content knowledge and assessment practice. National Standards in New Zealand are based on overall teacher judgments (OTJs) in which teachers aggregate data from a range of sources (informal and formal assessments) to judge students’ achievement in reading, mathematics and writing in relation to prescribed National Standards (NS), derived from The New Zealand Curriculum (2007). Results of OTJs are submitted to the Ministry of Education towards the end of the academic year (November). Although this system respects teachers’ professionalism and validity of classroom assessments (Poskitt and Mitchell, 2012), it has omitted formal input of learners. Gathered primarily for summative assessment purposes, in order for the Ministry of Education to ascertain shifts in achievement for groups of students (by year level, gender, ethnicity, region, socio-economic level, diverse and special needs), and determine national initiatives for improvement, National Standards data also serve accountability and potentially formative assessment purposes. Accountability concerns caused considerable angst amongst teacher unions during the implementation phases of NS in schools, particularly for schools situated in lower socio-economic areas, or containing higher proportions of students of Māori, Pasifika descent, or students with English as a second language; all of whom have traditionally performed below other student groups. Apprehension about implications for potential league tables, labelling students, possible teacher performance pay and resource allocation to schools in accordance with NS results prevail. Using NS for formative assessment purposes, at classroom, school and system level is occurring sporadically. Whilst national attention has focused on equity issues related to achievement of students of Māori or Pasifika descent, achievement levels of Years 7 and 8 students have not been the subject of widespread educational or political debate. These adolescent students are not achieving at a level comparable with other school year levels. Social justice necessitates investigation of possible reasons and actions to overcome unfairness to enable equitable access to educational resources. A range of possible factors are briefly examined at system level such as curriculum and NS expectations, primary teacher preparation and professional learning in aggregating assessment information. Student level factors are explored, with particular attention given to alignment of curriculum, pedagogy and assessment to adolescent student needs; and the role of student voice. It is argued assessments are misaligned for this age group, creating inequities of access. Adolescent learners deserve to have their voices listened to and heard through learner participation in the equitable interpretation of assessment information. The NS system needs to be given a jolt to transform OTJs to JOLT (judgments [from] overall learner and teacher [deliberations], thus authorising learner views. Internationally, social justice requires adolescent learners have a right to access and active participation not only in self-regulated learning but also the assessment of such learning, particularly in higher stakes summative assessments.Item Building resistance to the ‘GERM’: Discourse Theory, Discursive Struggle and the ‘teacher’ subject position(Massey University, 2014-08) Salter, LeonIn April 2013 the NZEI (New Zealand Educational Institute), the trade union which provides representation and advocacy to around 50,000 primary and ECE teachers and support staff, mobilized around 8,000 of its members and sympathizers in coordinated protest marches across the country. Promotion posters for the rally emphasized not the stalled collective agreement negotiations, but concern “about the impact the Government’s education policies are having on children and their learning” (NZEI, 2013). The NZEI’s ‘Stand Up For Kids: Protect Our Schools’ campaign site (http://www.standupforkids.org.nz/g-e-r-m/) characterizes the government’s reform programme as part of the GERM; the Global Education Reform Movement, a term coined by the Finnish education expert Pasi Sahlberg (Sahlberg, 2013). The NZEI’s web-page contains an illustration image of the ‘GERM’ as an actual germ, a ghoulish monster dripping with slime and significantly carrying a briefcase, together with a dichotomized outline of the two sides of the debate from Sahlberg’s blog; ‘Standardization’ versus ‘Personalized Learning’, ‘Competition’ versus ‘Collaboration’ etc. Utilizing concepts from Ernesto Laclau and Chantal Mouffe’s Discourse Theory (Laclau & Mouffe 1985; Laclau 1990, 2005), this PhD study, as yet in its early stages, will aim to theorize the ‘Stand Up For Kids: Protect Our Schools’ campaign as a hegemonic, or discursive struggle, which discursively constructs an ‘antagonistic frontier’ with a ‘constitutive outside’ in the GERM. ‘Empty signifiers’ such as ‘Teacher’, ‘School’ and ‘Kids’ become the discursive space where the two articulations compete to attain objectivity; relatively stable ‘common-sense’ understandings, while at the same time constituting antagonistic identities on both sides of the argument. [From the Introduction]Item How prepared are small businesses for another earthquake disaster in New Zealand?(Tampere University of Technology, Tampere, Finland, 25/05/2016) Egbelakin, TK; Rabel, P; Wilkinson, S; Ingham, J; Eziaku, R; Saari, A; Huovinen, PEarthquakes are low probability, high consequence events which are known to cause significant damage. Small to medium-sized enterprises (SBEs) are particularly vulnerable to impacts arising from such disasters, including: business disruption, employee health and safety, financial strain, or even total loss of business. Owners of these SBEs can make a few key decisions to prepare their businesses for an earthquake, in order to ensure business continuity and the well-being of their employees. This study sought to examine the level of earthquake preparedness of SBEs located in high seismic risk regions by examining the extent of mitigation measures adopted five years post the Canterbury earthquake disaster. Using a mixed-methods research approach, combining both qualitative and quantitative data, the research findings revealed that a majority of SBEs operating in regions of high vulnerability to disaster are underprepared for a potential earthquake disaster, despite the general increased awareness of earthquake risks in New Zealand. Cost, time, insurance processes, and access to disaster mitigation information, were identified to be the most important and constraining factors in the overall decision-making process. The research findings will provide strategies to local authorities on how to assist SBEs in making better informed preparedness decisions, ultimately improving their resilience to earthquakes, and thus improving the resilience of the New Zealand community as a whole.Item Size and nature of the Auckland private rented sector – Implications for the spread of housing options(Tampere University of Technology, 2016-06) Egbelakin, TK; Kim, G; Rasheed, E; Kähkönen, K; Keinänen, MHousing scarcity and unaffordability in recent years has been a major concern in New Zealand’s major cities, especially in Auckland. The need to accommodate New Zealand’s growing population is a concern that is central to government housing policy, with attention having recently been focused on the capacity of the private rental sector to meet a range of housing needs. The objective of this research was to investigate the size and nature of the private rental housing sector in the Auckland region and to examine how the sector contributes to the spread of housing options in the region. Through the analysis of the existing data from five consecutive censuses, the research findings present a detailed analysis of the Auckland private rented sector, with a particular emphasis on the types of household it accommodates, their location within the region and the main housing typologies. These findings will assist various organisations and public authorities to establish priorities in their housing strategies in a way that best meets the demands of the current market, and also to clarify issues around the efficacy of existing policies relating to private renting.Item Supply curves for yields of dairy products from first-lactation Holstein Friesian, Jersey and Holstein Friesian-Jersey crossbred cows accounting for seasonality of milk composition and production(New Zealand Society of Animal Production (INC), 2016) Sneddon, NW; Lopez-Villalobos, N; Davis, SR; Hickson, RE; Shalloo, L; Garrick, DJThe economic efficiency of a milk-processing system is influenced by seasonality of the milk supply, and changes to milk composition, influences the product potential of that milk. Lactation curves for milk yield and composition for seasonal calving first-lactation Holstein Friesian (F), Jersey (J) and Holstein Friesian-Jersey crossbred (FxJ) cows were used as inputs in a deterministic simulation model to produce seasonal curves for daily yields of dairy products. The dairy products were whole milk powder, skim milk powder, cheese, or butter. Dairy product potential was estimated for each animal from a population of 4333 mixed-breed, first-lactation cows. Lactation lengths differed (P<0.0001), among F, FxJ, and J, which averaged 219, 222 and 221 days respectively. Total-lactation milk yield was different (P<0.0001) among breeds and averaged 3257, 3092 and 2902 litres for F, FxJ and J cows, respectively. Whole-milk powder potential (yield per 1000 L of milk) was greatest at the start of the season and least at the end of the season, whereas cheese-production potential (yield per 1000 L of milk) followed the opposite pattern. Total-lactation whole-milk powder yield was different among breeds (P<0.0001) at 366, 338 and 312 kg of whole-milk powder for F, FxJ and J cows, respectively. Total-lactation cheese yield was also different among breeds (P<0.0001), and was 371, 375 and 361 kg for F, FxJ and J cows, respectively. The supply curves indicate that milk is best processed into whole or skim milk powder during peak season, and cheese and butter at the end of lactation. However, seasonal production of specific products would limit the use of by-product lactose from cheese manufacture in the production of milk powders, and thus negate the efficiency gains from changes to processing priorities.
