This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

The course of endstage renal disease (ESRD) and receiving hemodialysis (HD) treatment is complex and filled with uncertainty. Part of this illness experience includes making end-of-life (EOL) care decisions. Many families are unprepared to make such decisions. Advance care planning (ACP) creates an excellent context for laying the groundwork for these emotionally charged conversations. Hemodialysis patients, their families and healthcare providers (HCPs) are in a unique position to begin the ACP process early in the illness trajectory, revisiting it when the patient’s health status, prognosis and treatment modality changes. To date, little research has focused directly on how families experience ACP conversations in the context of ESRD or HD. The purpose of this study was to explore family members’ experiences of participating in a facilitated ACP conversation with the HD patient. This approach recognizes and privileges the family’s role in the illness trajectory of ESRD and validates that they too are HCPs’ clients. Five families, consisting of the HD patient and one family member, who went through the ACP process were interviewed along with an ACP facilitator from the nephrology program. This focused ethnographic study applied the theoretical perspective of postmodernist critical theory to derive and analyze data from in-depth semi-structured interviews. Findings revealed a detailed description of the ACP process that included timing, readiness to acknowledge the potentiality of death, facing mortality, and finding meaning in the illness experience. As families started to deconstruct their experiences, they shared stories of communication breakdown, highlighting the complexities of their relationships with HCPs. Understanding the factors that potentially contribute to HD patients’, their families’ and the renal staff’s discomfort with death were analyzed. The study findings provide important direction for HCPs about how families make ACP decisions, how they perceive the ACP process, and what they identify as their EOL care needs and wishes. Failure to implement ACP as part of an EOL care program means that death will continue to be denied and clients’ EOL care needs will remain un-addressed. In order for ACP to be effective on HD units, sustainable resources are essential for patients, their families and HCPs.

The course of endstage renal disease (ESRD) and receiving hemodialysis (HD) treatment is complex and filled with uncertainty. Part of this illness experience includes making end-of-life (EOL) care decisions. Many families are unprepared to make such decisions. Advance care planning (ACP) creates an excellent context for laying the groundwork for these emotionally charged conversations. Hemodialysis patients, their families and healthcare providers (HCPs) are in a unique position to begin the ACP process early in the illness trajectory, revisiting it when the patient’s health status, prognosis and treatment modality changes. To date, little research has focused directly on how families experience ACP conversations in the context of ESRD or HD. The purpose of this study was to explore family members’ experiences of participating in a facilitated ACP conversation with the HD patient. This approach recognizes and privileges the family’s role in the illness trajectory of ESRD and validates that they too are HCPs’ clients. Five families, consisting of the HD patient and one family member, who went through the ACP process were interviewed along with an ACP facilitator from the nephrology program. This focused ethnographic study applied the theoretical perspective of postmodernist critical theory to derive and analyze data from in-depth semi-structured interviews. Findings revealed a detailed description of the ACP process that included timing, readiness to acknowledge the potentiality of death, facing mortality, and finding meaning in the illness experience. As families started to deconstruct their experiences, they shared stories of communication breakdown, highlighting the complexities of their relationships with HCPs. Understanding the factors that potentially contribute to HD patients’, their families’ and the renal staff’s discomfort with death were analyzed. The study findings provide important direction for HCPs about how families make ACP decisions, how they perceive the ACP process, and what they identify as their EOL care needs and wishes. Failure to implement ACP as part of an EOL care program means that death will continue to be denied and clients’ EOL care needs will remain un-addressed. In order for ACP to be effective on HD units, sustainable resources are essential for patients, their families and HCPs.

Alors qu’un nombre grandissant de théologiens évangéliques anglo-saxons se définissent comme postmodernes, ce mémoire vise, dans un premier temps, à définir ce que cela veut dire, à travers l’étude d’un ouvrage phare de ce mouvement théologique. Nous avançons que cela signifie que ces théologiens développent une théologie qui est en opposition à une théologie fondationnaliste, qu’ils confrontent les absolus du monde moderne au relativisme du monde postmoderne, et qu’ils plaident en faveur d’un relativisme modéré. Cela a des implications dans une pratique ecclésiologique qui se définit comme émergente. Cependant, ces nouveaux courants de pensées et de pratiques suscitent de nombreuses critiques d’autres théologiens évangéliques qui tiennent beaucoup à préserver les absolus que leur a apportés le cartésianisme, ainsi qu’une tradition ecclésiastique bien implantée. Ce mémoire examinera et résumera, dans un deuxième temps, les critiques qui viennent de ces théologiens. Puisque nous sommes en contexte québécois, nous avons également, dans un troisième temps, répertorié les écrits de théologiens évangéliques québécois sur le postmodernisme. De cette littérature nous avons choisi de résumer un article écrit en perspective d’une conférence donnée par l’auteur à un colloque qui a eu lieu à Montréal en 2007 au sujet des Églises émergentes. Nous avons aussi fait des entrevues semi- dirigées afin de comprendre la pratique ecclésiologique émergente dans le contexte québécois. La première entrevue a été réalisée avec un théologien évangélique québécois postmoderne et la deuxième avec un groupe composé de quelques personnes membres d’une Église émergente. Finalement, en conclusion, nous faisons une analyse des différents points de vue discutés dans ce mémoire et nous ouvrons des pistes prospectives concernant l’avenir d’une théologie et d’une ecclésiologie évangélique québécoise postmoderne. / While a growing number of Anglo-Saxons evangelicals theologians define themselves as postmodernists, this Master thesis`s first aim is to understand what this means concretely. We will achieve this through the study one of the main reference books on the matter. We put forward that these postmodern theologians are developing a theology in opposition to the fondationalist theology. They also tend to oppose modernity’s absolute assumptions with postmodernism’s relativism. Yet, they argue in favor of a moderate relativism. This theological turn has concrete implication in regards to ecclesial practice, especially within emergent churches. However, these new trends of thoughts and practices are highly criticized by other evangelical theologians, bent on preserving the absolutes inherited from Cartesians, as well as consolidated ecclesial tradition. This Master’s thesis second aim is thus to study and to resume criticism emanating from these other theologians. Since this research is developed within Quebec’s context, we have also delved into Quebec’s evangelical theologians take on postmodernism. This constitutes the third element of this Master’s thesis. From this literature we chose to resume one article that stemmed from a conference presented at a 2007 Montreal convention on emergent churches. We also conducted interviews to understand the ecclesial practices related to emergent churches in the Quebec context. The first interview has been conducted with a Quebec evangelical theologian who has adopted postmodernism. The second interview has been conducted with a small group of members of an emergent church. To conclude, we make a final analysis of the literature brought to bear in this Master’s thesis, and we make our own contribution in favor of a postmodern evangelical theology and postmodern ecclesial practices in Quebec’s context.

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)

The course of endstage renal disease (ESRD) and receiving hemodialysis (HD) treatment is complex and filled with uncertainty. Part of this illness experience includes making end-of-life (EOL) care decisions. Many families are unprepared to make such decisions. Advance care planning (ACP) creates an excellent context for laying the groundwork for these emotionally charged conversations. Hemodialysis patients, their families and healthcare providers (HCPs) are in a unique position to begin the ACP process early in the illness trajectory, revisiting it when the patient’s health status, prognosis and treatment modality changes. To date, little research has focused directly on how families experience ACP conversations in the context of ESRD or HD. The purpose of this study was to explore family members’ experiences of participating in a facilitated ACP conversation with the HD patient. This approach recognizes and privileges the family’s role in the illness trajectory of ESRD and validates that they too are HCPs’ clients. Five families, consisting of the HD patient and one family member, who went through the ACP process were interviewed along with an ACP facilitator from the nephrology program. This focused ethnographic study applied the theoretical perspective of postmodernist critical theory to derive and analyze data from in-depth semi-structured interviews. Findings revealed a detailed description of the ACP process that included timing, readiness to acknowledge the potentiality of death, facing mortality, and finding meaning in the illness experience. As families started to deconstruct their experiences, they shared stories of communication breakdown, highlighting the complexities of their relationships with HCPs. Understanding the factors that potentially contribute to HD patients’, their families’ and the renal staff’s discomfort with death were analyzed. The study findings provide important direction for HCPs about how families make ACP decisions, how they perceive the ACP process, and what they identify as their EOL care needs and wishes. Failure to implement ACP as part of an EOL care program means that death will continue to be denied and clients’ EOL care needs will remain un-addressed. In order for ACP to be effective on HD units, sustainable resources are essential for patients, their families and HCPs. / Applied Science, Faculty of / Nursing, School of / Graduate

Unmasking the heroes: sources of power in Afrikaner mythologising is a personal, visual and theoretical exploration of the underlying sources of power which governed the development of Afrikaner nationalism, particularly the years spanning the late 1980s and the early 1990s. The practical work, a series of drawings and relief cut-outs, sets out to unmask the beliefs, customs, traditions and attitudes particular to Afrikaner culture. It does so through the processes of deconstruction and reconstruction of selected mass mediated images whereby different symbolic paradigms are juxtaposed through the devices of collage and allegory to uncover layers of meaning. This art-making approach was informed by theoretical and visual research into the tradition of Western mythology, including related topics such as linguistics, psychology and sociology, Afrikaner history and historiography, and the mechanisms of contemporary cultural reproduction, particularly the South African mass media and fine arts. / History of Art and Fine Arts / M.A. (History of Art and Fine Arts)

The challenge facing principals currently is to revisit their role to improve external examination results in the Republic of South Africa. Almost all schools in the Free State, in particular those in rural areas such as the Thabo Mofutsanyana Education District; the Xhariep Education District; part of the Motheo Education District (e.g. Botshabelo and Thaba-Nchu) and most urban areas, such as the Lejweleputswa Education District and the Fezile Dabi Education District, have schools which have had poor examination results for the past 20 years. To answer the challenges currently facing principals in the Free State, this research used a qualitative research framework and methodology to articulate research questions and arrive at constructive and instructive models to reveal and close the gaps between performing and underperforming secondary schools in the province. A particular group of principals was chosen, influenced by the performance and underperformance of their schools in the various education districts in the province. Research findings from unstructured interviews with doctoral candidates, and research on China, Finland and Singapore’s education systems with special reference to instructional leadership were conducted. The doctoral candidates’ ideas were confirmed by practical unstructured interviews with Sekgutlong and Beacon high school principals who visited Singapore with the MEC of the Free State Department of Education. In plenary and parallel encounters with principals of secondary schools in the Free State, it emerged that rote learning is prevalent in the Free State secondary schools. Therefore, was resolved by the majority of the principals that critical postmodern instructional leadership should be recommended as an instructional methodology to usher in critical thinking, innovation, creativity and self-reliance in Free State education. In addition, this will close the gap between performing and underperforming secondary schools. Finally, grounded postmodern instructional leadership as a leadership strategy will assist a contemporary secondary school learner’s generation to cope with the academic requirements of tertiary education. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Unmasking the heroes: sources of power in Afrikaner mythologising is a personal, visual and theoretical exploration of the underlying sources of power which governed the development of Afrikaner nationalism, particularly the years spanning the late 1980s and the early 1990s. The practical work, a series of drawings and relief cut-outs, sets out to unmask the beliefs, customs, traditions and attitudes particular to Afrikaner culture. It does so through the processes of deconstruction and reconstruction of selected mass mediated images whereby different symbolic paradigms are juxtaposed through the devices of collage and allegory to uncover layers of meaning. This art-making approach was informed by theoretical and visual research into the tradition of Western mythology, including related topics such as linguistics, psychology and sociology, Afrikaner history and historiography, and the mechanisms of contemporary cultural reproduction, particularly the South African mass media and fine arts. / History of Art and Fine Arts / M.A. (History of Art and Fine Arts)