Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.
Dr JIAN YANG to the Minister of Finance: What changes has the Government made in recent years to make the tax system fairer and to help families and businesses get ahead?
Rt Hon WINSTON PETERS to the Minister of Internal Affairs: On what basis was the recall and cancellation of New Zealand Passport LN138690 undertaken?
Hon DAVID PARKER to the Associate Minister of Finance: Does he still believe that a 33 cent top marginal income tax rate is the reason for fewer departures to Australia in 2014?
CATHERINE DELAHUNTY to the Minister of Education: Did she write a new preference factor for Partnership School applicants on the 14 November education report "Confirming Round Two of Applications to Operate Partnership Schools"; if so, on what advice?
CHRIS AUCHINVOLE to the Minister of Conservation: What reports has he received on the extent of the damage to West Coast forests from Cyclone Ita and what estimates are there of the area affected and the volume of wood felled?
PHIL TWYFORD to the Minister of Housing: How many homes out of the 5,000 earthquake damaged Housing New Zealand homes have completed repairs as part of its Repair 5000 programme?
TIM MACINDOE to the Minister of Education: What recent announcements has she made to celebrate and recognise highly effective and innovative practice happening across the education system?
Hon PHIL GOFF to the Minister of Defence: Has there been a reduction in the capacity of the Army in the last three years to sustain an overseas deployment; if so, why?
MELISSA LEE to the Minister for Social Development and Employment: What support is the Ministry of Social Development providing to people in Christchurch still dealing with the impact of the earthquakes?
GARETH HUGHES to the Minister of Conservation: Does he agree with the statement given on behalf of the Minister of Energy and Resources that "there has not been a single observation of a Māui's dolphin in the block offer area"?
CAROL BEAUMONT to the Minister of Justice: Given the magnitude of the problem of family violence, is it acceptable to her that none of the Family Violence Death Review Committee's recommendations from their last annual report have been completed, and no action has been taken on a number of recommendations around funding family violence training for professionals, and addressing the need for better multi-agency practice addressing family violence?
KANWALJIT SINGH BAKSHI to the Minister of Statistics: What is the Government doing to modernise the next census?
“much of what we know about leadership is today redundant because it is literally designed for a different operating model, a different context, a different time” (Pascale, Sternin, & Sternin, p. 4). This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents. The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs). Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence. The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning. This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.
