Perceived adaptive capacity of New Zealand dairy farmers in the face of policy and economic volatility : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Farm Management at Massey University

Increasing global demand for dairy products provided the New Zealand dairy sector with the opportunity to expand. However, that expansion has come at a cost, with dairy farms becoming more reliant on external feed sources, increased debt financing, and irrigation water. At the same time, they have been exposed to a turbulent global economic environment and the increasing domestic concern over the environmental impact of dairying. Consequently, dairy farmers must balance economic efficiency and environmental sustainability in the face of increasing government regulation particularly around addressing deteriorating water quality. This requires dairy farmers and their farm businesses to be resilient, demonstrating some level of buffer capacity, adaptive capacity, and/or transformability. In a changing environment, adaptive capacity is key because a system’s existing buffer capacity is unlikely to cope with such changes. In addition, it is important to avoid inadvertent transformation. Due to the nature of adaptive capacity, the difficulty lies in attempting to measure it. To address this challenge and regarding the role of the decision-maker around adaptive capacity, a shift has begun to measure perceived adaptive capacity. For this measurement, a conceptual framework is required. A combination of five capitals and a decision-making framework was chosen. This conceptual framework is considered natural, physical, financial, human, and social capital. In addition, the risk or uncertainty confronting the business and the management practices are considered in the determination of dimensions for perceived adaptive capacity. In this research, a sequential mixed method was selected. Four in-depth case studies were conducted via face-to-face interviews, focusing on the dimensions of the defined conceptual framework for perceived adaptive capacity. These interviews helped the researcher understand the New Zealand dairy farming context. In addition, the findings from the qualitative phase, alongside previous studies in New Zealand, informed the survey, disseminated to a larger sample of dairy farmers nationwide. The response rate for the survey was 51% (106 out of 209 emails sent) with usable data for analysis of 31% (65 farmers). Principal Component Analysis and Equal Weighting were utilised to calculate the score for seven dimensions for each farmer. The Analytical Hierarchy Process helped to identify the relative importance of each dimension within the framework for each farmer. Finally, the farmer’s perceptions of these dimensions and the relative importance of dimensions were used to develop an index of perceived adaptive capacity. Introducing a new framework and developing an index for perceived adaptive capacity was novel to the literature. The framework provides a lens through the various dimensions that can be used to design a tool to assess perceived adaptive capacity. Moreover, the developed index for each farmer demonstrates that farmers have unique perceptions that build their index. Therefore, classifying farmers as adaptive or less adaptive cannot be conclusive. Instead, the relative importance of different dimensions illustrates whether the individual farmer perceives a dimension as more important than any other to them. A major step toward understanding and increasing the farmer’s adaptive capacity starts from investigating their perceptions. It includes how they see the uncertainty in the environment, how they perceive their farming systems’ capitals, and how important they see the management practices to cope with ongoing changes. The index of the perceived adaptive capacity, also, assists industry agents or advisors to see the farmer’s self-assessment of their capacity to adapt to ongoing changes. In addition, the farmer’s performance in a chosen timeframe shows the consistency (or lack of) between their perceptions and actions. A gap between perceptions and actions can result in a lack of adaptive capacity and may ultimately lead to an inadvertent transformation for the business

Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

mRUBiS: An Exemplar for Model-Based Architectural Self-Healing and Self-Optimization

Self-adaptive software systems are often structured into an adaptation engine that manages an adaptable software by operating on a runtime model that represents the architecture of the software (model-based architectural self-adaptation). Despite the popularity of such approaches, existing exemplars provide application programming interfaces but no runtime model to develop adaptation engines. Consequently, there does not exist any exemplar that supports developing, evaluating, and comparing model-based self-adaptation off the shelf. Therefore, we present mRUBiS, an extensible exemplar for model-based architectural self-healing and self-optimization. mRUBiS simulates the adaptable software and therefore provides and maintains an architectural runtime model of the software, which can be directly used by adaptation engines to realize and perform self-adaptation. Particularly, mRUBiS supports injecting issues into the model, which should be handled by self-adaptation, and validating the model to assess the self-adaptation. Finally, mRUBiS allows developers to explore variants of adaptation engines (e.g., event-driven self-adaptation) and to evaluate the effectiveness, efficiency, and scalability of the engines

Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed

Human resource development in construction organisations: an example of a 'chaordic' learning organisation?

Purpose/ Methodology/Approach The concept of the Learning Organisation (LO) is associated with an advanced approach to Human Resource Development (HRD) characterised by an ethos of self-responsibility and self-development. The learning climate that this engenders is supported by temporary organisational structures responsive to environmental change. This paper presents case study research of the HRD strategy, policy and practice of a large UK-based construction contractor in relation to the concept of LO. Findings The analysis suggests that the organisational project-based structure and informal culture combine to form a ‘chaordic LO’. A ‘Chaordic enterprise’ comprises a complex organisation that operates in a non-linear dynamic environment. However, it appears that this approach has evolved unintentionally rather than as a result of targeted Strategic Human Resource Management (SHRM) policies, which in turn reflects a genuine commitment to advanced HRD. Originality/value of paper The findings render previous assertions that the industry fails to invest in its employees highly questionable. They suggest a need for further research to reveal how such approaches can be captured in replicate in the future

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Robust Management, Risk and the Ecosystem Approach to Fisheries

Biodiversity has not been a prominent consideration in conventional fishery management, even though biological concerns and the concept of "sustainability" are long-established in fisheries. This is because traditionally, the focus of management has been on determining the harvest of fish that can be taken as a "sustainable yield" and then restricting the catch of fish to within this limit. Typically missing from the analysis have been (1) interactions of fishing with the broader marine ecosystem, and (2) interactions of the fishery with the broader coastal economy and coastal communities. Accordingly, there is a need to move toward a "big picture" perspective, a "Fishery System Approach", in which fisheries are understood and managed in the context of marine ecosystems and coastal human systems, thereby addressing the needs of both biodiversity conservation and integrated management of multiple ocean uses. This paper elaborates on these themes, exploring the duality of the Ecosystem Approach and the Livelihood Approach as means to move toward sustainable, resilient fishery systems, ones in which biodiversity values can be more fully included

Team Learning, Development, and Adaptation

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed