Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Integrating Usability Testing with Digital Rhetoric in OWI
    (Elsevier B.V.) Bjork, C
    While usability testing can help instructors improve the design of online writing instruction (OWI), its emphasis on student-users sometimes overlooks the networked rhetorical ecologies in which those student-users operate, tilting online composition pedagogy toward neoliberal models of higher education that cater to the student-as-consumer. In response, I propose augmenting usability testing in online writing education with the theories of digital rhetoric. In the context of OWI, usability theory and digital rhetoric share a similar emphasis on the student as a user or audience, but they also have at least two key differences. First, unlike digital rhetoric, usability testing typically elides the political and ideological implications of student-users’ experiences. Second, the usability theories of Jakob Nielsen, for example, tend to view online interfaces as static objects manipulated by users. Digital rhetoric, on the other hand, sees interfaces as dynamic, real-time interactions. Although both paradigms have their advantages, I argue that integrating usability testing with the theories of digital rhetoric can add complexity to researchers’ understanding of OWI by revealing not only how students use online writing environments but also how they use them rhetorically.
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    Investigating aspects of paternalistic leadership within the job demands–resources model
    (Cambridge University Press, 2023-01-09) Lee M; Kee YJ; Lau SSY; Jan G
    The literature on the job demands–resources (JD-R) theory has flourished for the past decade due to the theory's simplicity and its applications in many areas of work life. However, the literature is lacking on how leaders can utilize this theory to manage employees, especially in the Asian leadership context. Using the JD-R theory, the current study investigated each aspect of paternalistic leadership (i.e., benevolent leadership, authoritarian leadership and moral leadership) and its influence on employees' job resources (i.e., work meaningfulness and influence at work), job demands (i.e., emotional and cognitive demands), work engagement, burnout and the processes involved. Four hundred and thirty-one (431) full-time working employees (mean age: 31.58; female: 57.8%) from various organizations in Malaysia participated in the study. Using structural equation modelling, the study's results showed that the benevolent aspect of paternalistic leadership was related to higher work engagement and lower burnout through work meaningfulness (but not through influence at work). In contrast, the authoritarian aspect of paternalistic leadership was related to higher burnout through emotional demands (but not through cognitive demands), while the moral leadership aspect had no significant relationship to employees' job demands or job resources, with a mediation process not found in either relationship. Overall, the study revealed three contrasting mechanisms for each aspect of paternalistic leadership and suggested how paternalistic leadership may be practised in Asian countries.
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    Using Q-Methodology to Explore Stakeholder Views about Porn Literacy Education
    (Springer Nature Switzerland AG, 2022-06) Healy-Cullen S; Taylor JE; Morison T; Ross K
    Introduction ‘Porn literacy education’ is emerging as a pedagogical strategy to support youth in navigating the new technological pornography landscape. However, the characteristics of effective porn literacy education according to those who will be most affected by it—young people, their caregivers and educators—is unknown. Yet, end user views are imperative to policy development in sexuality education worldwide. Methods Using Q-methodology, the commonalities and idiosyncrasies of these stakeholder views were explored. In 2019, 30 participants recruited through nine schools in New Zealand completed an online Q sort, and 24 also took part in a follow-up interview. Results There were two distinct discourses regarding porn literacy education among stakeholders: (i) the pragmatic response discourse and (ii) the harm mitigation discourse. Conclusions Stakeholders hold nuanced and ideologically charged perspectives about porn literacy education and educational initiatives more generally. It is therefore important that policy caters for these different perspectives and that a 'one-size-fits-all' policy approach is acknowledged as insufficient. Policy Implications It is crucial that policy development is guided by evidence about what constitutes effective sexuality education. The social discourses reported here are important to consider in developing policy about porn literacy education and require further research to more fully understand the potential of porn literacy as pedagogy.
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    A performative-performance analytical approach: Infusing butlerian theory into the narrative-discursive method
    (SAGE Publications (UK and US), 2013-10-01) Morison T; Macleod C
    Judith Butler’s theory of performativity provides gender theorists with a rich theoretical language for thinking about gender. Despite this, Butlerian theory is difficult to apply, as Butler does not provide guidance on actual analysis of language use in context. In order to address this limitation, we suggest carefully supplementing performativity with the notion of performance in a manner that allows for the inclusion of relational specificities and the mechanisms through which gender, and gender trouble, occur. To do this, we turn to current developments within discursive psychology and narrative theory. We extend the narrative-discursive method proposed by Taylor and colleagues, infusing it with Butlerian theory in order to fashion a dual analytical lens, which we call the performativity-performance approach. We provide a brief example of how the proposed analytical process may be implemented.
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    Multistakeholder impression management tactics and sustainable development intentions in agri-food co-operatives
    (Cambridge University Press, 2023-06-20) Callagher L; Garnevska E
    This study examines the organization impression management (OIM) tactics used in agri-food cooperatives to communicate their intentions toward sustainable development. Based on content analysis of the chairperson and CEO statements of 14 agri-foods cooperatives from six years' annual reports, this study sheds light on the role of member-owned firms in shifts toward realizing the United Nations Sustainable Development Goals (SDGs). The paper proposes multistakeholder OIM tactics. These insights about sustainable development extend knowledge of how senior managers communicate their intentions in multistakeholder situations, which include shareholders, suppliers, customers, and local communities. This study contributes to the literature on organizational impression management and member-owned firms. Managerial implications are also outlined.
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    Online proctored exams and digital inequalities during the pandemic.
    (Wiley, 13/04/2023) Hartnett M; Butler P; Rawlins P
    The emergence of the COVID-19 and the resulting global pandemic has ushered in far-reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location-based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well-understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations.
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    COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption
    (Taylor and Francis Group, 2022-10) Poskitt J
    New Zealand’s defined coastal boundaries, isolation and small population were favourable factors to minimise the spread of COVID-19. Decisive governmental leadership and a public willing to comply with high-level lockdown in the first phase, resulted in minimal disruption to assessment. But as the pandemic progressed through Delta and Omicron variants, concerns grew about equitable access to assessments, declining school attendance, and inequitable educational outcomes for students, especially of Māori and Pacific heritage. School and educational agency experiences of high stakes assessment in a period of uncertainty were examined through document analysis and research interviews. Using Gewirtz’s contextual analysis of the multi-dimensional and complex nature of justice, and Rogoff’s conceptual framework of three planes of socio-cultural analysis: the personal (learner), inter-personal (school) and institutional (educational agencies), revealed that though collaborative adaptations minimised assessment disruptions on wellbeing and equity of access, they did not transform high stakes assessment.
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    Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface
    (Springer Nature Switzerland AG, 2/07/2019) Kahu ER; Picton C; Nelson K
    Student engagement is critical to success in the first year of university, yet evidence about how and why various factors influence engagement remains relatively rare. This study addresses this gap combining an existing framework of student engagement (Kahu and Nelson, Higher Education Research and Development, 37(1), 58–71, 2018) with student narratives to provide a detailed understanding of students’ engagement throughout their first year. Weekly semi-structured interviews with 19 first-year students at an Australian university illustrate how student and university factors interact to influence engagement, as conceptualised in the framework. The findings provide empirical support for the framework of student engagement, offering a more nuanced understanding of the student experience within the framework’s educational interface. The importance of self-efficacy, belonging, emotions and wellbeing as interwoven pathways to student engagement is demonstrated and the contextual and dynamic nature of engagement highlighted. Further work is necessary to understand how this knowledge can best facilitate student engagement and perhaps reduce cycles of disengagement.
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    Framing student engagement in higher education
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 1/06/2013) Kahu ER
    Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.
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    Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study
    (Cambridge University Press, 14/12/2022) Denston A; Martin R; Taite-Pitama M; Green A; Gough R; Gillon G
    In this article we discuss teachers’ perceptions and experiences of a collaborative case study to adapt a literacy approach originally designed for an Aotearoa New Zealand English-medium context. The approach was adapted to meet the needs of learners in a school offering differing levels of bilingual education. Our collaboration included a facilitating researcher, supported by two researchers at a University (of Ngāi Tahu, Kati Mamoe, and Waitaha descent) and two classroom teachers of Māori descent from a small rural Māori community in Aotearoa New Zealand. We report findings from qualitative data collected from the two classroom teachers as part of the research process, analysed using a wānanga approach. Findings suggested that developing a linguistically and culturally responsive literacy approach to foster emergent bilingual language development required Kaupapa Māori approaches. These included ako (acknowledging the experiences and knowledge of the teacher and learner within shared learning experiences), the development of trust and quality relationships between the teachers and the facilitating researcher, and the ability of teachers to be agentic when implementing the approach. Teachers viewed responsiveness to culture and language as integral to developing an emergent bilingual literacy approach for children, which underpinned connections between teachers, children, and families.