Faculty of Business, Economics and Law

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https://hdl.handle.net/10292/10756
The Faculty of Business, Economics and Law is committed to conducting research that matters. Research that matters is both research of high academic quality and impact, and research of relevance and value for business, the professions, government and society. The Faculty of Business, Economics and Law, comprises The AUT Business School, The AUT Law School and The School of Economics as well as a research institute and five research centres.

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Browsing Faculty of Business, Economics and Law by Subject "1303 Specialist Studies in Education"

Now showing 1 - 4 of 4
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    Creating Authentic Remote Work Integrated Learning: A New Approach Using HyFlex Classrooms
    (Faculty of Education, University of Canterbury, 2024-06-27) Barnett, Sandra
    This article reflects on the experience of a multi-disciplinary teaching team delivering an applied project course in a business master’s program. This capstone course was developed to address industry and government expectations for work-ready graduates. In the course students act as consultants for business clients, completing a project over two semesters to recommend solutions for real business issues. The focus of this article is on the innovative delivery of the course utilizing newly built HyFlex technology-enabled classrooms and how this multimedia technology presented opportunities and learnings for future work-integrated learning (WIL) courses.
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    Learning During a Pandemic: An Activity Theory Analysis of the Challenges Experienced by Aotearoa/New Zealand University Students
    (Springer, 2023-09-25) Gedera, Dilani; Forbes, Dianne; Brown, Cheryl; Hartnett, Maggie; Datt, Ashwini
    The worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.
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    Tempered Radicals in Manufacturing: Invisible Champions of Inclusion
    (Cambridge University Press, 2022-07-21) Griffiths, Chris; Pio, Edwina; McGhee, Peter
    The tempered radical enjoys their work and is committed to their organisation. Yet, something important to them, like their values or identity, makes them feel different from their workplace's dominant culture. This sense of difference, and their tempered approach to radical change, allow them to work unnoticed in organisations as invisible champions of inclusion. This study examines how tempered radicals use their abilities as change agents to foster inclusion. It takes advantage of manufacturing industries' highly collaborative, richly diverse and rapidly changing employment environment. Drawing participants from all organisational levels demonstrates the broad influence of the tempered radical. Twenty-four qualitative interviews were conducted using a narrative inquiry methodology and interpreted through thematic analysis. This study builds on current theory and makes a valuable contribution by proposing a framework to illustrate the key characteristics of the tempered radical incorporating inclusion in the workplace.
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    Working From Home During Lockdown: The Impact on Performance and Wellbeing
    (Cambridge University Press (CUP), ) Smollan, Roy K; Morrison, Rachel L; Cooper-Thomas, Helena D
    The experience of working from home changed drastically with the arrival of COVID-19. Compared to pre-pandemic experiences, key differences included the vast number of people involved, its involuntary nature, the suddenness of its implementation, its lengthy duration, and the presence of others at home. The demands of this form of remote work during lockdown have partly been mitigated by the resources employees have accessed. This study aimed to investigate the factors impacting employee performance and wellbeing while compulsorily working from home during New Zealand's first nationwide lockdown. We analyzed qualitative data gathered from employees in two organizations. The resulting aggregate dimensions across both demands and resources include organizational factors, furniture and technology factors, and individual factors. Given the ongoing nature of COVID-19 we identify new research directions for investigating remote work, and practical implications focusing on suitable home furniture and technology, plans for future remote work, and supporting employees.
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