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This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.

Recent years have seen a surge in the popularity of XML, a markup language for representing semi-structured data. Some of this popularity can be attributed to the success that the semi-structured data model has had in environments where the relational data model has been insufficiently expressive. Concomitant with XMLs growing popularity, the world of database research has seen the rebirth of interest in tree-structured, hierarchical database systems. This thesis analyzes several problems that arise when constructing XML data management systems, particularly in the case where such systems must handle dynamic content. In the first chapter, we consider the problem of incremental schema validation, which arises in almost any XML database system. We build upon previous work by finding several classes of schemas for which very efficient algorithms exist. We also develop an algorithm that works for any schema, and prove that it is optimal. In the second chapter, we turn to the problem of improving query evaluation times on extremely large database systems. In particular, we boost the performance of the structural and twig joins, fundamental XML query evaluation techniques, through the use of an adaptive index. This index tunes itself to the query workload, providing a 20-80% boost in speed for these join operators. The adaptive nature of the index also allows updates to the database to be easily tracked. While accurate selectivity estimation is a critical problem in any database system due to its importance in choosing optimal query plans, there has been very little work on selectivity estimation in the presence of updates. We ask whether it is possible to design a structure for selectivity in XML databases that is updateable, and can return results with theoretically sound error guarantees. Through a combination of lower and upper bounds, we give strong evidence suggesting that this is unlikely in practice. Motivated by these results, we then develop a heuristic selectivity estimation structure for XML databases. This structure is the first such synopsis that can handle all aspects of core XPath, and is also updateable. Our experimental results demonstrate the efficacy of the approach.

The aim of this study was to identify how Information and Communication Technology (ICT) affects business processes and service delivery within hotels and how ICT interacts with strategic issues confronting hotel managers. The areas of exploration were: 1) the business context of ICT; 2) the main role of ICT in day to day business; 3) ICT's impact on service delivery to hotel guests; and 4) the role of ICT in the future.As the study was exploring the General Managers' (GMs) perceptions, interviewing was selected as the most appropriate data gathering method. The sample covered a range of Auckland hotels which differed according to location, size and quality. Semi-structured interviews were used to facilitate the comparison of data between interviewees. Common themes and concepts were identified which were compared to the demographic characteristics of the hotels as well as previous research detailed in the literature.The contextual issues identified were staff availability and retention, competition (particularly price wars resulting from discounting), and location and infrastructure issues. Only half the GMs interviewed identified benefits from ICT in the day to day operation of their business. All of them described challenges or disadvantages posed by ICT. The impact on service delivery to guests was viewed more positively but there were still misgivings about the potential barriers which ICT created. There was a strong view that staff were of overwhelming importance to service delivery. Finally, envisioning the future, ICT was perceived as having the ability to make a strong contribution to business development but this ability would be constrained by staffing problems. Analyses of the findings suggest that ICT has a dual role of gathering management data and providing guest services, and GMs appear unaware of how this dual role contributes to the challenges posed by ICT. Similarly, there was limited awareness of the interaction between human agents in a business, the organisational structures, and ICT.The business implications of these findings suggest that GMs would benefit from being aware of the roles of ICT and addressing the needs of staff for a clearer understanding of how their role, and the ICT that supports it, fits into their broader operation of the business.This study is the one of first to examine the impact of ICT in New Zealand hotels, and, in particular, how this interacts with the broader social issues, and offers insights into the areas of potential conflict and ways to manage the impacts of ICT in hotels.

This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.

In 2006, Manitoba released a mandatory social studies curriculum for Grade 8 that included for the first time a section on world religions. It was released during a time when reasonable accommodation was being debated in various parts of Canada. This research explored the ways in which teachers in public schools in the city of Winnipeg dealt with teaching world religions within the climate of “reasonable accommodation” and charter challenges towards freedom of religion. Case study methodology with semi-structured interviews involving teachers included their experiences teaching about world religions. Results indicated teachers who teach about world religions require further information and feel there are personal, professional, and social factors that influence their ability to teach this subject as thoroughly as they would like. Implications for practice include: professional development in the area of world religions; resources for teachers; and government support. / February 2016

Mergers and acquisitions have become very popular in recent decades for firms seeking competitive advantage. The high failure rates of these initiatives make a closer look at the influence of the human factors and their complexity on these change activities necessary. This study traces the development of merger and acquisition activities in four companies, with a particular focus on individuals’ sensemaking over time and on the influence of human functional factors on the process and the outcomes of the mergers reviewed. A qualitative case-study approach is adopted with sixteen in-depth semistructured interviews in four post-merger organisations. The analysis of the collected primary data is done through a descriptive analysis of each individual case and a cross-case analysis of the four investigated cases. The findings show that there is a direct influence of the researched human functional elements and of the individual sensemaking on both the process and outcomes of the reviewed merger and acquisition cases. Based on the findings, a human functional merger and acquisition model – reflecting the interaction and influence of the human functional elements – and a management guideline for adopting this, are developed. This study provides a review of the influence of some significant organisational and individual human functional elements, such as leadership, communication, decision-making, relationship, and individual beliefs, values, attitudes and learning on the process and outcome of mergers and acquisitions. Such an investigation of these elements and their complexity, interaction with and influence on the process and outcome of change initiatives, and more specifically in the context of mergers and acquisitions, has not been undertaken previously.

Magister Artium - MA (Psychology) / Honours students in Psychology typically form larger cohorts with numbers ranging from 20 to 40 students in comparison to other disciplines that have fewer than 10 students in a cohort. The National Qualifications Framework (NQF) requires Honours students to complete a thesis that is equivalent to 300 notional hours or 30 credits. The learning outcome is that students conduct low level research that prepares them for conceptualizing, executing and writing up a research project. The thesis requirement should also prepare them for future studies. The larger cohorts and revised NQF thesis requirement places increased pressure on the staff compliment of Psychology departments. Some of the ways in which departments have attempted to cope with this increased demand include conducting group-based research projects, and secondary research projects. One of the concerns raised is whether these particular types of methodology prepared students adequately for reactive research in further studies. This study aimed to explore students' subjective perceptions about the extent to which group-based systematic review methodology in the Honours year adequately prepared students for conducting research during their masters-level studies. An explorative study was conducted to explore the experiences of purposively selected recent graduates from two identified Honours programmes that have progressed to Masters level studies. Participants were invited on the basis of being graduates or alumni rather than their registration status as Masters students at particular universities.

Comparing to the aggressive growth of the Chinese student population on Canadian university campuses, their lived experience and identity issues deserve more attention that it already had. Using the theoretical framework combining social identity theory (Tajfel, 1974) and Ting-Toomey’s (1999, 2005) identity negotiation theory, this thesis investigated the identity construction and negotiation process of Chinese international students in Canadian universities. The study utilized a qualitative approach combining semi-structured interviews and a thematic analysis to examine the intercultural experiences of sixteen Chinese students in the Ottawa area through their own voices. Six themes were uncovered and future implications for international education practice were further discussed.

abstract: An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The effects of choice were tested as part of a real writing assignment that was included in nine sections of an introductory special education course. Results from hierarchical linear modeling (HLM) analyses found choice had a statistically significant negative effect on holistic writing quality, number of words written, and intrinsic writing motivation. Findings from the semi-structured interviews provided context for understanding the unexpected quantitative results. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018