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    Developing identities in the workplace : exploring student experiences of distance early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Early Years) at Massey University, Palmerston North, New Zealand
    (Massey University, 2011) Tate, Alice Katherine
    Distance and field-based early childhood teacher education programmes are a popular option for students in Aotearoa New Zealand. Many students enrolled in these programmes are already employed as teachers in early childhood centres. For these students, the workplace represents an important learning environment. This study draws on theories of situated learning to understand students’ experience of distance teacher education by exploring their learning as changes in participation in the workplaces in which they are employed. Using a sociocultural perspective and a case study methodology, interviews with four students were spaced over a trimester of study to gain individual perspectives of their changing participation. Information about students’ context was gained from interviews with managers and through centre visits. Findings from this study suggest that distance teacher education supported students understanding of their workplace and expanded the possibilities for participation that students perceived. The impact of workplace participation on students learning was revealed in a number of ways in this study. Students’ interests and insights and the changes they made were aligned with the existing issues and practices in their workplace. Importantly, students’ identity within their workplace played a significant role in students’ perception of opportunity and motivation to change their practice. This study suggests that early childhood centres can support the learning of students through creating opportunities for them to participate in the ongoing development of their community of practice. This study also suggests that teacher education programmes can support students by exploring learning with and from others as an important goal that develops practice in an early childhood context. The relationship between teacher education and workplace learning is identified as an important focus for further research in Aotearoa New Zealand.
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    Exploring equality, justice and identity amongst host nationals and expatriates : Which human factors enable empowerment of Filipino aid workers? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2011) Smith, Nigel Vaughan
    Decent work includes capacity building between expatriate and their host national aid workers. Optimizing empowerment to enable decent work amongst local aid workers may depend on human factors, alongside wider poverty reduction efforts, such as economic and political reform. This study sought to explore which of local:expatriate numerical ratio, expatriate social dominance, strength of Filipino identity and perceptions of workplace justice were predictive of different levels of subjective empowerment amongst aid workers in one particular lower-income, highpoverty country, the Philippines. Responses to an online survey available in both English and Tagalog were obtained from N = 98 employees of diverse locally operating aid organisations in the Philippines during two months in early 2011 (29% male; 71% female; mean age = 35.5 years; all resident in the Philippines). The survey included measures of empowerment (Spreitzer, 1995), estimated local:expatriate numerical ratio, perceived social dominance (Pratto, Sidanius, Stallworth, & Malle, 1994), social identity (Ellemers, Kortekaas, & Ouwerkerk, 1999), justice (Niehoff & Moorman, 1993), social desirability (D. G. Fischer & Fick, 1993), estimated local:expatriate salary ratio and a number of demographic control measures (e.g., age, years of relevant work experience, level of education). Respondents chose to participate by clicking a link in an email sent by seven development sector practitioners who agreed to assist the researcher with distribution of invitations to their staff or contact lists. The link opened an online survey hosted by kwiksurveys.co.uk. Data was downloaded from the kwiksurveys.co.uk online database and analysed by the researcher using SPSS. Controlling for age and other demographic variables, the best predictor of enabling empowerment was the fairness of personal interactions (interactional justice; = .331). Interactional justice was also a significant predictor of the perceptions local employees had specifically about their impact in their workplace ( = .295), although this relationship was strongest when employees’ sense of self respect was weaker, implying that a secure social identity may act as a buffer to consequences of injustice, all other things being equal (interaction effect = -.233). Distributive justice predicted iv each of four distinct facets of empowerment (competence; meaning; self-determination i.e., sense of control over one’s work; and impact, i.e., sense of making a difference in one’s work). The overall pattern of results suggests that justice plays a more significant role than either dominance or identity in contributing to empowerment amongst Filipino aid employees. Strikingly, fair interpersonal treatment may matter more than distributive justice. Alongside the effects of justice, expatriate attitudes towards hierarchy and host nationals’ sense of self respect are also significant factors, impacting empowerment in different ways. Given potential distortions arising from unknown response rate and a self-report methodology, further research, ideally with better control of sampling, is suggested. Possible avenues include exploring whether interpersonal treatment may matter more than distributive justice in collectivistic societies; whether self respect may act as a buffer against the effects of injustice; and how social dominance operates outside its traditional research contexts.