"What's going on?" Developing reflexivity in the management classroom: From surface to deep learning and everything in between

‘What’s going on?’ Within the context of our critically-informed teaching practice, we see moments of deep learning and reflexivity in classroom discussions and assessments. Yet, these moments of criticality are interspersed with surface learning and reflection. We draw on dichotomous, linear developmental, and messy explanations of learning processes to empirically explore the learning journeys of 20 international Chinese and 42 domestic New Zealand students. We find contradictions within our own data, and between our findings and the extant literature. We conclude that expressions of surface learning and reflection are considerably more complex than they first appear. Moreover, developing critical reflexivity is a far more subtle, messy, and emotional experience than previously understood. We present the theoretical and pedagogical significance of these findings when we consider the implications for the learning process and the practice of management education

Changing perceptions about feminists and (still not) claiming a feminist identity

We examine student perceptions about feminists and feminism, and the willingness to claim a feminist identity and engage in collective activism, as stated at the beginning and end of a Women’s Studies course. Course participation simultaneously fostered more positive views towards feminists and feminism and entrenched the unwillingness to claim a feminist identity and engage in activism. These contradictory outcomes stemmed from the critical capacity to recognise that structural inequality is reproduced through disciplinary relationships. Thus, unwillingness was entangled with feelings of fear and vulnerability in relation to the national context whereby neoliberalism guides the governance of the self, and where gender equality has presumed to be achieved. The article highlights that developing the willingness to identify and act is intimately shaped and constrained by the socio-political context and personal relationships. We consider the implications of this insight in relation to pedagogical assumptions about developing feminist knowledge in the classroom

“We’re all in this together”? The search for collective belonging in a globalised single industry town

Purpose Communities of work are a phenomenon closely associated with government social and industrial policy, and can be tracked in contemporary examples globally. This research explores community identity within a town which was previously single industry, but has since experienced workforce reduction and to a large degree, industry withdrawal. Design/methodology/approach Using an inductive approach, the researchers interviewed 32 participants who had resided (past or present) within the instrumental case study town. A thematic analytical framework, drawing on the work of Boje (2007) was employed. Findings A significant theme to emerge from the participants was the public assertion of social cohesion and belonging. However, what was interesting, was that beneath this unified exterior, lay accounts of multiple forms of demarcation. Drawing on Benedict Anderson’s (1983) notion of the imagined community, and Bauman’s (2001) identity in globalization, this contradiction is conceptualised as boundary-making moments of identification and disidentification. Research limitations/implications This research is specific to the New Zealand context, although holds many points of interest for the wider international audience. The research provides a broad example of the layering of the collective and individual levels of identity. Social implications This research provides a voice to the wider individual, community and societal implications of managerial practices entwined with political decisions. This research encourages managers and educators in our business schools to seek to understand the relationship between the political, corporate, community and individual realms. Originality/value This research makes a significant contribution to understandings of the interconnectedness of social policy, industry, and the lived experiences of individuals. Moreover, it contributes to the broader single industry town literature, which previously has focused on stories of decline from a North American context

Examining the relationship between work-related factors and work-family-related factors on work-family conflict

The current work-family conflict literature is characterized by limitations in focus and methodology, particularly with a failure to link work-family conflict with work-family policies. This study compares the influence of work-related factors and work-family related factors on work-family conflict in two directions. A local government organization in New Zealand was the setting. Findings show that work factors account for a significant component of both work-to-family and family-to-work conflict, although this is far greater on work-family conflict. Work-family practice use had little influence on work-family practices was found to positively associate with family-work conflict. Overall, the finds suggest managers in search of reducing employee conflict should focus directly upon work factors such as workload, rather than see to use work-family practices as the primary way to reduce conflict

'Training the next generation of HR practitioners': Reflecting on HRM student experiences of sexual harassment training

Despite prohibitive legislation and organizational policies and training, high rates of sexual harassment persist in the hospitality industry, a situation that is concerning to organizations and researchers alike. As management educators, we embedded a sexual harassment lecture within the context of a human resource management degree, with the aim of developing the capacity of the future human resource practitioner workforce to address sexual harassment. The reflective journals of these students, collected over a three-year period, reveal that while participants found the session improved their understanding of sexual harassment myths and remedies, many still questioned their ability to act within the context of wider organizational dynamics. Our analysis leads us to conclude that sexual harassment training sessions are a valuable and necessary starting point for developing intolerance. However, if we are truly committed to eradicating sexual harassment, then a much broader and integrated approach is required that includes redressing the limitations of the current legal systems, broadening the scope of education within the wider community and developing intolerant organizational climates

Chinese-born international students' transition experiences from study to work in New Zealand

A growing number of Chinese-born international students are seeking permanent residency and paid employment in New Zealand after graduation. As yet, little is known about their post-study transitions to permanent residency and paid employment. This article reports on research investigating the transition experiences of 10 Chinese-born international students. The theoretical framing is provided by accounts of Chinese cultural values, experiences of Chinese-born skilled migrants and aspects of adult career development. Data were collected using a thematic interview guide focusing on occupational choice, organisational entry and early career experiences. The participants used a variety of techniques described in traditional career development models to find employment and to develop their early career. The students attributed their success in gaining employment to obtaining permanent residency before seeking work, language proficiency, networks developed during their study years, and having a recognised New Zealand qualification