Early nurse attrition in New Zealand and associated policy implications

2017 ◽  
Vol 65 (1) ◽  
pp. 33-40 ◽  
Author(s):  
L. Walker ◽  
J. Clendon
Keyword(s):  
New Zealand ◽  
Policy Implications ◽  
Nurse Attrition

scholarly journals Zero Carbon Building Practices in Aotearoa New Zealand

Energies ◽  
2021 ◽  
Vol 14 (15) ◽  
pp. 4455
Author(s):  
Thao Thi Phuong Bui ◽  
Suzanne Wilkinson ◽  
Niluka Domingo ◽  
Casimir MacGregor
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Construction Industry ◽  
Local Governments ◽  
Early Stage ◽  
Policy Implications ◽  
Structured Interviews ◽  
Building Projects ◽  
Aotearoa New Zealand ◽  
Zero Carbon

In the light of climate change, the drive for zero carbon buildings is known as one response to reduce greenhouse gas emissions. Within New Zealand, research on climate change mitigation and environmental impacts of buildings has received renewed attention. However, there has been no detailed investigation of zero carbon building practices. This paper undertakes an exploratory study through the use of semi-structured interviews with government representatives and construction industry experts to examine how the New Zealand construction industry plans and implements zero carbon buildings. The results show that New Zealand’s construction industry is in the early stage of transiting to a net-zero carbon built environment. Key actions to date are focused on devising a way for the industry to develop and deliver zero carbon building projects. Central and local governments play a leading role in driving zero carbon initiatives. Leading construction firms intend to maximise the carbon reduction in building projects by developing a roadmap to achieve the carbon target by 2050 and rethinking the way of designing and constructing buildings. The research results provide an insight into the initial practices and policy implications for the uptake of zero carbon buildings in Aotearoa New Zealand.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Self-Employment in New Zealand

1970 ◽  
Author(s):  
Richard Bururu
Keyword(s):  
New Zealand ◽  
Regional Differences ◽  
Census Data ◽  
Labour Force ◽  
Positive Influence ◽  
Policy Implications ◽  
Future Research ◽  
Pull Factors ◽  
Time Series Regression ◽  
Self Employment

This paper provides a preliminary analysis of self-employment in New Zealand. Using census data from Supennap3 and HLFS data, we find that self-employment is growing with an increased proportion of the labour force being self-employed now than in 1986. This growth is however quite modest. Pull factors attracting people to self-employment appear to be stronger than push factors whereby people enter self-employment because of lack of alternative opportunities. However, results are not definitive. A possible causal relationship between self-employment and unemployment is explored using a time-series regression model. Results suggest a negative and significant relationship between self-employment and lagged unemployment rate. We also observe a weak but positive influence of the ECA, tax and intellectual property rights reforms on self-employment. There are regional differences in regard to factors that could be influencing individuals' decisions to enter into self-employment. While pull factors may explain entry into self-employment for Tasman, Marlborough, Southland and West Coast regions, unemployment appears to be a strong factor for Northland, Taranaki, Waikato, and the Bay of Plenty. The analysis also looks at self-employment by occupation, qualifications, income, industry, age, gender and ethnicity. The paper concludes by mentioning policy implications and suggesting future research.

scholarly journals A new old age?: Exploring the values, attitudes and expectations of baby boomers and their implications for policy and practice in an ageing society

2021 ◽  
Author(s):  
◽  
Kathy Glasgow
Keyword(s):  
New Zealand ◽  
Older People ◽  
Baby Boomers ◽  
Older Workers ◽  
Living Arrangements ◽  
Policy Development ◽  
Policy Implications ◽  
Service Development ◽  
Ageing Society ◽  
Substantial Impact

<p>As a large age cohort, baby boomers needs, attitudes and behaviour can have a substantial impact on society. Despite international predictions that older boomers will behave in very different ways to current generations of older people little scholarly research has to date been done to explore „kiwi boomers‟ attitudes to ageing or the underlying values that may predispose them to behave in a particular manner as older workers, consumers, voters and family members.  This study explores boomers views about their own ageing and considers how their expectations, attitudes and beliefs and underlying values may influence their behaviour as they age. Policy implications are then considered. Discourse analysis reveals prevailing paradigms and the degree of disparity or congruence with boomers‟ views is considered.  Eleven focus groups were held in urban and semi-rural settings around New Zealand with boomers born 1946 – 1965, to explore participants' views on ageing, their expected lifestyle in future years, what forms of assistance they expected to give or receive, and what attitudes and values they felt baby boomers typically had that may influence their behaviour in older age. Results are triangulated with existing data on boomers in New Zealand. Where possible comparisons are drawn with boomers in other countries and with older and younger generations in New Zealand.  Results indicate these boomers have a sense of common identity. Many articulated and appeared to have internalised common discourses about the boomer generation, although differences between older and younger, urban and provincial, socio-economic and ethnic groups were apparent. Most believed they would age differently to current generations of older people.  These boomers are interested in new forms of work, more flexible, creative lifestyles and more supportive living arrangements. They have a strong work ethic, but they value work/life balance, choice, freedom and autonomy in decision-making. They anticipate working longer, but on their own terms. They believe they should provide for their families, but the state has a responsibility to reduce inequities and support those in need. Like their parents they value self-reliance and independence, but also inter-dependence and inter-generational care responsibilities. There was a desire for more innovative intra-cohort care and support.  Despite areas of commonality, a key feature of the boomer cohort is their diversity and this presents a major challenge for policy and service development. Boomers accept their status as change agents. They anticipate drawing on previous experience to collectively influence policy. While it remains unclear on which issues they may converge, findings suggest the boomer cohort has the potential and inclination to advocate for social change. Processes of policy development will need to adapt to effectively work, with and not against this cohort.</p>

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Should Polytechnics Rely Solely on International Agents to Recruit International Students? A Case Study in New Zealand

2017 ◽  
Vol 9 (6) ◽  
pp. 14
Author(s):  
Shaohua Yang ◽  
M. Akhtaruzzaman
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Students ◽  
Marketing Strategy ◽  
Marketing Strategies ◽  
Policy Implications ◽  
Tertiary Institutions ◽  
Deductive Method ◽  
Sustainable Marketing ◽  
Visa Application

The aim of this paper is to investigate whether polytechnics should rely solely on international agents to recruit international students or not. To analyse the use of agents to recruit international students by tertiary institutions in New Zealand, this study attempts to find effectiveness and shortcomings of using international agents as a marketing strategy in recruiting international students. Though marketing strategies of marketing higher education is not new to the Anglo-Saxon countries (UK, US, and Australia), however, such marketing strategies of tertiary institutions in New Zealand have not been examined empirically. Deductive method of research was adopted and a total of 150 international students who studied at undergraduate and postgraduate level in a polytechnic in the Bay of Plenty in New Zealand participated in the research. The empirical findings of the research suggest that most international students relied on international agents for visa application and for enrolment process. A significant concern that a large proportion of the international students pointed to is the information mismatch between the promises by the agents and the reality that the international students faced here in New Zealand. It is suggested that relying solely on international agents to recruit international students might not be a sustainable marketing strategy for the tertiary institutions and other marketing strategies needs to be explored as well. Several policy implications in marketing strategy of higher education are also suggested in this study. 

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