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An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.

The need to include indigenous perspectives in curricula is a challenge facing education internationally. In the context of higher education, decolonising practices and processes are the responsibility not just of institutions but also individual academics. Despite individual aspirations to decolonise teaching, it can be difficult to know where to start. Our aim is to guide others to engage in teaching practices that seek to decolonise. To do this we outline our respective teaching and research experiences that are united by our use of critical autoethnography in workshops we have designed for our respective teaching in different institutions. Our paper describes different ways to bring into focus the lived experience and nuanced views of groups who, through the process of colonisation, have not previously been given space or voice in higher education. Enabling the inclusion of indigenous enquiry within classroom settings provides a valuable decolonisation tool for groups such as the indigenous Maori population in Aotearoa New Zealand. Our practices seek to create space to prioritise storytelling, the sharing of researcher positionality, and personal identity in a way that centralises indigenous perspectives. We argue that these autoethnographic practices help teachers and students to hold hegemonic systems to account, explore strengths-based solutions and express aspirations for the future.

This article discusses some implications of working supportively with art and design students who manage mental health conditions in a postgraduate environment in a New Zealand University. The paper begins with a discussion of contesting research that considers relationships between highly creative thinkers and certain mental health conditions. It then proposes that, irrespective of arguments around correlations, supervisors are able to make a significant contribution to supporting candidates who combine autobiographically sourced knowledge with artistic inquiries into the experience of living with a mental health condition. In considering this proposition, the paper employs two case studies that illustrate certain strategies that proved useful when seeking to maximise the chances of successful and productive thesis completions. Working in tandem with wider institutional and therapeutic support, these strategies functioned alongside each candidate's research journey. Eight of these approaches are discussed in relation to a pedagogically responsive, informed and creatively supportive environment in which the students were able to develop complex and insightful research projects.

This paper delves into the innovative use of the potluck, or "pa'ina," as a metaphor to reimagine a research approach aimed at fostering collective understanding between non-Indigenous knowledge seekers and Indigenous knowledge guardians in Indigenous contexts. By embracing the broader context of research, this metaphor strives to create a dialogical, relational, and ethical space for knowledge seekers to engage with knowledge guardians, promoting a reciprocal and respectful relationship. Central to this metaphor is the recognition of the insider/outsider binary and the need to transcend it. Indigenous knowledge is often guarded and restricted, granted access based on relationships and shared experiences. Understanding the complexity of these socio-spatial relationships is crucial for researchers to navigate respectfully. The metaphor also draws from the Oceanic concept of "va/va/wa," signifying the space between entities and the importance of maintaining harmony and balance within relationships. This relational space between the self and the other allows for transformative encounters and meaningful connections. To navigate this third space, researchers must undergo introspective reflexive exercises to understand their situationality and how it influences their research. Knowledge seekers must unsettle their histories, understand context, listen to the stories of others, create shared understanding, and launch new relationships that are centered on respect and reciprocity. Throughout the research process, the metaphor of "pa'ina" encourages researchers to be active participants, nurturing relationships with communities they seek knowledge from and reflecting upon their role within it. The "pa'ina" metaphor offers a transformative approach for Western academia to critically examine its historical impact on Indigenous communities and embrace a more respectful and inclusive research paradigm. By centering Indigenous voices and building meaningful relationships, this third space provides an opportunity for collaborative and sustainable research for the benefit of all stakeholders involved.

Approximately one third of New Zealanders who are diagnosed with colorectal cancer present as an emergency. This is a major public health concern because people diagnosed with cancer as an emergency typically have suboptimal clinical outcomes compared with those diagnosed through screening or an alternate non-emergency route. This protocol paper describes the design of a research study that aims to understand the routes to diagnosis for colorectal cancer, the factors that lead to emergency presentation of colorectal cancer, and its delayed presentation in primary and secondary care. Raising nurses' awareness of the various diagnostic routes for colorectal cancer and the potential negative effect on health outcomes, will assist them to provide effective patient education, such as the importance of acting on 'red flag' cancer symptoms. It will also inform nurses of the effective triaging of cancer patients in acute settings. [ABSTRACT FROM AUTHOR]

Significant efforts have now been made to identify the generic competencies required to succeed across different workplace contexts. The aims of this paper were to: (i) outline factors that contributed to the increased demand for generic competencies seen over the last three decades; and (ii) review the early generic competency frameworks developed in Australia, New Zealand, the US, Canada, the UK, and other European countries. It is concluded that whilst there were significant areas of commonality amongst the frameworks, regional differences were also apparent. The paper provides a historical context for more recent research into the generic competencies that should be emphasized within tertiary-level education and training curricula. (Contains 1 table.)

Purpose: The purpose of this paper is to present a case study from which a framework for the purposeful building of knowledge communities by means of social media is formulated. Design/methodology/approach: The approach first takes the form of a literature review. Based on a review of literature as well as on various data sets and surveys within the case study organisation, a social media tool is developed and implemented as a platform to build a knowledge community. Findings: That there is a need for more information by means of practical experimentation in the current literature. In addition to this, eight steering points for constructing a framework of best practice in the purposeful creation of knowledge communities are submitted. Research limitations/implications: The above-mentioned points are still undergoing field evaluation and further analytics is been undertaken. Originality/value: The paper provides detail into a social media campaign. Further corporations will be able to build on the findings to construct a framework for the purposeful creation of communities facilitated by social media technologies. (Contains 4 figures.)

This paper seeks to explore how we might understand young people's agency in sexuality research using visual methods. It is concerned with troubling the perception that power is held by the adult researcher and denied to youthful participants who simply submit to their authority. Rather than attempting to cast moments of young people's agency as examples where the relations of ruling are reversed, this paper endeavours to tease out the nuances inherent in young people's agency. This examination is undertaken in relation to selected episodes from research investigating the sexual culture of secondary schools using photo-diary and photo-elicitation methods. To elucidate the mechanisms of young people's agency, Butler's and Davies' work on the process of subjectification is drawn upon. Using a post-structural theoretical framework, it is argued that young people's agency involves a simultaneous mastery and submission, which is a consequence of the process of subjecthood. (Contains 5 notes.)

Kathleen Quinlivan is passionate about raising the profile and quality of sexuality education in schools. As a past secondary school teacher and current university associate professor she strives to bring research and practice closer together, keeping both connected with students' and teachers' everyday lives. In March this year Kathleen ran an international symposium titled "State of the Art: New Directions in Sexuality Education/Current Social Science Theories In Practice." Teachers, academics, and youth workers gathered together to share and debate recent developments in the field. Kathleen responds to "Set's" questions about the current status of sexuality education and advocates for contemporary research-informed approaches to teaching and learning. [This article was written with Josie Roberts.]

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two phases of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature.

Background There is a keen interest to develop research systems and increase research output in the 14 Pacific Island Forum Countries ( PIFC) to support development of policies and practice based on locally relevant research evidence. Aims To assess the quantity and characteristics of reproductive health research output by each country (14 PIFC) from 2000 to 2011 using New Zealand's reproductive research outputs as the reference. Methods A systematic search of the literature using a broad definition of reproductive health. Results There were 174 papers published in the PIFC from 2000 to 2011 compared with 628 papers published in New Zealand ( NZ). Most (57%) of the PIFC papers were from Papua New Guinea ( PNG), although Samoa had the most papers by population (10/100 000). Five of the countries did not have a single publication. The majority of papers from both the PIFC and NZ were observational studies (72 vs 36%). Authors from Australia were responsible for 34% of PIFC publications followed by 25% from PNG. Sixty-three per cent of papers by PIFC sole and first authors were published in local journals, whereas 86% of non- PIFC authors published in international journals. Conclusion There is a need for reproductive research in PIFC. PNG had the most publications on the back of a well-funded dedicated research institute and a significant collaboration with Australian researchers. The large number of papers in PIFC countries without PIFC authors raises the question about the need to require non- PIFC researchers to enter into genuine research partnerships in order to build research capacity in the PIFC. [ABSTRACT FROM AUTHOR]

This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions' respective field courses, student perceptions are remarkably similar. Engaging in research activity in fieldwork (and specifically combining research-based student fieldwork with staff research) is perceived strongly to add value to study for a degree, as well as stimulate interest in the subject and improve understanding of methodologies employed.

Jean-Francois Lyotard's classic work, "The Postmodern Condition," was first published in 1979 and has been available in English translation since 1984 (Lyotard 1984). Intended as a "report on knowledge," "The Postmodern Condition" has gained a wide readership among critical policy analysts with an interest in universities and research. Lyotard identifies fundamental shifts in conceptions of the nature, function, and status of knowledge that would become clearly evident both within and beyond the confines of the academy. Lyotard did not frame his work in terms of the organizing themes of utopia or dystopia, but "The Postmodern Condition" lends itself readily to analysis from such a perspective. With so much having been written about Lyotard, and "The Postmodern Condition" in particular, it can be helpful to focus on a quite specific context as a means for making some broader theoretical observations. In this article, the author examines developments in tertiary education and research policy in New Zealand, paying particular attention to the Performance-Based Research Fund (PBRF) as an example of performativity, competition, and the commodification of knowledge in action. He argues that the trends evident in changes under the PBRF constitute a form of academic dystopia. The article begins with an overview of Lyotard's position on knowledge, competition, and research in a computerized, postmodern world. He then assesses the PBRF in the light of Lyotard's ideas. He comments on the limiting language of outputs, discusses links between information, interpretation, and the unknown, and considers the impact of research assessment regimes on intellectual life.

Objective: Professional sport occupies a prominent cultural position in societies across the globe and commercial organisations make use of this to promote their products. The present scoping review explores existing academic literature on the relationship between professional sports clubs and food and drink marketing and considers how this relationship may impact upon the public's health.Design: The scoping review searched six databases. Experts were also consulted. Records written in languages other than English were excluded. We also excluded records relating to mega events (e.g. Olympics, Football World Cup) and alcohol marketing, because of the attention already given to these.Setting: Professional sports clubs.Results: We identified 18 166 titles, reviewed 163 abstracts and read twenty-six full texts. We included six papers in the review. Four were from Australia and New Zealand. The Australasian literature focused largely on the marketing of foods and beverages to children and the potential impact on consumption. Single papers from researchers in Turkey and the USA were identified. The Turkish paper analysed shirt sponsorship in football leagues internationally and showed food and beverage (including alcohol) companies were the most common sponsors. The US paper examined a mixed reaction to a football team named after an energy drink.Conclusions: Commercial relationships between professional sports clubs and Big Food corporations have largely eluded scrutiny in much of the world. The current review highlights the lack of public health research on these relationships. Research exploring the interdependent commercial practices of food and drink companies and professional sports clubs is urgently needed. [ABSTRACT FROM AUTHOR]

This paper seeks to provide a perspective on environmental education in Aotearoa New Zealand. To contextualise this perspective, it illustrates how environmental, socio-cultural and political imperatives have shaped the development of environmental education in this land. These imperatives illuminate the natural history of the country, the connectedness within the worldviews of the indigenous Maori people, the pioneering views of some enlightened European settlers, and tensions between development and conservation. We connect this context with an overview of research in Aotearoa New Zealand into one aspect of environmental education--student learning in schools. Examples from recent research in this area are provided to show how these approaches are contributing to the Aotearoa New Zealand-ness of environmental education.

This paper provides a critique of academic experiences of neoliberal economic reform at a New Zealand (NZ) university. The authors engaged in a collaborative inquiry that was based upon a developing theoretical perspective of the reform process and how this affected their academic lives. We were keen to develop an understanding of liberal educational philosophy and how neoliberalism impacts on this. In this context we examined the nature of compliance and an academic's role in society. We conclude that universities in NZ are historically liberal and that there are limits to the neoliberal project due to the relationship that individuals have with knowledge and the pressures that come from being part of a worldwide academic community that aspires to excellence in research and teaching. However, new compliance measures, such as Performance-based Research Funding, have changed academic work and made a broader societal role for academics more difficult. In serving society universities are required to accept a role as critic and conscience of society. We suggest that academics must be both critic and conscience and that this responsibility can be fulfilled through our conduct, empowerment and speaking on behalf of others.

The Performance-Based Research Fund introduces research assessment and links this with the state funding of institutions of higher education in New Zealand. There has been considerable support from the university sector for this initiative in the belief that it will divert funding from polytechnics and other tertiary education organisations. This sectoral support borrows a thirdway rhetoric of rewarding excellence also used by Government, but becomes problematic at the point where institutional shares are determined. The paper explores how a rhetoric of rewarding excellence in research is subordinated to a new mangerialist thrust for efficiency and greater productivity from academics. The methodology of the Performance-Based Research Fund is analysed as providing an imperfect local driver for the global phenomenon of new managerialism in higher education. (Contains 3 tables.)

There is a long research tradition associating humour with creativity, although relatively little research which focuses on the use of humour among professionals in particular workplaces. Addressing this gap, this paper analyses ordinary everyday workplace interaction in a range of New Zealand white collar organizations in order to examine claims about the beneficial effects of workplace humour, including claims that humour is associated with creativity at work. The analysis provides evidence that humour not only contributes to the construction of effective workplace relationships (the "creative use of relational humour"), but may also stimulate intellectual activity of direct relevance to the achievement of workplace objectives (the "use of humour to foster workplace creativity"). The analysis suggests that the first category is pervasive and examples abound throughout our data set, whilst humour associated with workplace creativity is less frequent and tends to characterize some communities of practice more than others. Interestingly, the effective use of workplace humour to generate new ideas and stimulate intellectual progress is strongly associated with what has been labelled "transformational" leadership.

The relationship between research and teaching has been the focus of much scholarly debate. Recently, the very existence of such a relationship has been questioned. In addition, government policies are undermining this defining feature of the modern university, creating an ontological crisis for those working in the academy. In order to understand better how academics conceptualise the research/teaching relation and how this in turn shapes their pedagogies, we need a research approach that addresses individual academic experience as a coherent whole, as well as taking account of variation in experience across a cohort. This article outlines an empirical study in which the "experiential field" of the research/teaching relation is extended to encompass the phenomena of research, teaching, learning, knowledge and their inter-relation. The variation in experience evident in the findings suggests that academics' epistemologies are strongly influenced by the way knowledge is conceived of and structured within their discipline, and that these epistemologies play a fundamental role in shaping experiences of research, teaching and learning, and hence of the research/teaching relation. Implications for institutional development are discussed. (Contains 1 figure.)

Searching for evidence written about or by women regarding past lives and experiences has raised challenges about what counts as an archive. Archives provide a form of connection between past and present and are a form of memory storing, memory-recording and memory-making. Records such as letters, diaries, and journals that may have been considered private in the past are now stored in archives as "public" accounts of the past. This paper discusses the act of research within archives, particularly for feminist historians, which the author contends is a political act seeking to reclaim women's historical presence in what has in the past been predominantly relegated to patriarchal figures. Also discussed are the topics of what constitutes an historical subject, who decides what material is worthy of donation or worthy of storage, where the archives are housed, who is in possession of the archives, and who lays claim to the knowledge produced by archives. The specific focus of the author's research are the letters and diaries of Marianne Coldham Williams (1793-1879) and Jane Nelson Williams (1801-1896), who were residents at the Paihia Church Missionary Society (CMS) station in New Zealand between the years of 1823 and 1835. (Contains 116 footnotes.)

Crisis intervention services for people experiencing psychological distress and suicidal ideation are frequently described by the people accessing them as failing to meet their needs. This paper reports a prominent finding from a realist evaluation of Taranaki Retreat—a charitable, non‐clinical organisation in New Zealand, which offers free respite for people experiencing acute distress. Using qualitative methods, the study aimed to move beyond vague notions regarding the helpfulness of respite, to a deeper understanding of the contextual factors and mechanisms which generate outcomes for such an intervention. Participant observation, focus groups with staff, semi‐structured interviews with service users, and analysis of service users' case notes were conducted over a six‐month period in 2018. The most prominent finding from the study related to 'genuine care'—care which is interpreted by the recipient as being motivated by a genuine desire to help. We present this finding as to the central mechanism in a wider programme theory developed through the realist evaluation study. We also present five key features of the care participants were offered at Taranaki Retreat which contributed to their common interpretation regarding the motivations behind this care. Upon considering the centrality of this mechanism we conclude that, in designing crisis interventions, greater consideration should be given to how the intervention can demonstrate genuine care. Having highlighted the ways in which the structure of charitable organisations appears conducive for interpretations of genuine care, we further conclude that the provision of comprehensive crisis intervention by charitable organisations should be further explored and supported. [ABSTRACT FROM AUTHOR]

Homophobia is an enduring issue within schooling contexts internationally. This paper attempts to rethink homophobia from the perspective of heterosexual students' accounts of bearing witness to it. Within the existing literature it has been LGBTQ students who have held the responsibility for naming and recounting homophobia. This paper re-orients this conventional account by positioning heterosexual students as its narrators to see what this might reveal about homophobia's operation at school. While this strategy does not disrupt the 'othering' and 'victimization' of LGBT youth in these stories, it has other effects. When heterosexual students name homophobia as unjust, it is possible to see the instability of the victim/perpetrator binary that typically structures these accounts. Narratives of participants in this study did not fit neatly into this binary, revealing its inability to capture the complexity of homophobia's operation. To have any hope of effectively addressing homophobia at school, we need to move beyond the victim/perpetrator binary. This is because it masks some of homophobia's more nuanced moves, such as targeting difference, rather than sexual identity exclusively. [ABSTRACT FROM AUTHOR]

Pacific students are from a minority group in New Zealand who like minority groups in other countries find transition to university difficult and success elusive. Nowhere is that successful transition more important at the University of Otago than in Health Sciences First Year (HSFY) which is a competitive entry pathway to health professional courses. Retention for Pacific students is similar to other students but poor academic achievement remains. Tinto argues that students' pre-entry attributes are major contributors to success in first year of university study. The aim of this paper is to describe the development of an instrument which predicts the performance of prospective students in the first year at university. The purpose of the instrument is to inform the development of tailored interventions aligned with students' needs. The instrument also provides an early proxy for student engagement and a benchmark for evaluating ongoing interventions. [ABSTRACT FROM AUTHOR]

Objective: The climate crisis necessitates urgent decarbonisation. The health sector must address its large carbon footprint. In the present study, we sought healthcare thought leaders' views about a future environmentally sustainable health system. Methods: The present study was a qualitative exploratory study consisting of semistructured, in-depth interviews with 15 healthcare thought leaders from Australia, the UK, the US and New Zealand. Audio recordings of the interviews were transcribed and analysed by matrix display and thematic analysis. Results: Overall, healthcare thought leaders believe that to reduce the carbon footprint of healthcare we need to look beyond traditional 'green' initiatives towards a more fundamental and longer-term redesign. Five main themes and one 'key enabler' (information communication technology) were identified. In this paper we draw on other relevant findings, but chiefly focus on the fifth theme about reshaping the role of healthcare within society and using the size and influence of the health sector to leverage wider health, environmental and societal benefits. Conclusions: These ideas represent potentially low-carbon models of care. The next step would be to pilot and measure the outcomes (health, environmental, financial) of these models. What is known about the topic?: The health sector needs to reduce its large carbon footprint. Traditional 'green' initiatives, such as recycling and improving energy efficiency, are insufficient to achieve the scale of decarbonisation required. What does this paper add?: Healthcare thought leaders surveyed in the present study suggested that we also consider other, non-traditional ways to achieve environmental sustainability. In this paper we discuss their ideas about adopting an anticipatory approach to healthcare using predictive analytics, and using the size and influence of the health sector to effect wider health and environmental benefits. What are the implications for practitioners?: Achieving an environmentally sustainable healthcare system is likely to require broad and fundamental (i.e. transformational) change to the current service model. Health practitioners throughout the sector must be closely engaged in this process. [ABSTRACT FROM AUTHOR]

Objective This paper presents the first Naturalistic Decision Making model of prehospital resuscitation decision‐making, which has clear implications for education, practice and support. Methods: A mixed‐methods exploratory sequential research design consisting of interviews with ambulance personnel (study 1), focus groups with ambulance educators, managers and peer supporters (study 2), and an online survey of graduating paramedic students (study 3). This paper reports the model developed from integrated findings, across all three studies. All research was undertaken in New Zealand and underpinned by a critical realist worldview. Results: The Prehospital Resuscitation Decision Making model identifies key processes, challenges and facilitators before, during and after ambulance personnel attend a cardiac arrest event. It is the only descriptive model of resuscitation decision making which acknowledges the decision‐maker, non‐prognostic factors and the importance of adequate preparation and support. Conclusions: This research project is the first to comprehensively explore and model ambulance personnel perspectives on decisions to start, continue or stop resuscitation. The decision‐making process is complex and difficult to simply formularise. Education and supports must assist ambulance personnel in navigating this complexity. Where resuscitation is withheld or terminated, ambulance personnel need to feel confident that they can effectively provide after‐death care. [ABSTRACT FROM AUTHOR]

Background: Pacific people living in New Zealand, Australia, United States, and the Pacific region continue to experience a disproportionately high burden of long-term conditions, making culturally contextualised behaviour change interventions a priority. The primary aim of this study was to describe the characteristics of behaviour change interventions designed to improve health and effect health behaviour change among Pacific people.Methods: Electronic searches were carried out on OVID Medline, PsycINFO, PubMed, Embase and SCOPUS databases (initial search January 2019 and updated in January 2020) for studies describing an intervention designed to change health behaviour(s) among Pacific people. Titles and abstracts of 5699 papers were screened; 201 papers were then independently assessed. A review of full text was carried out by three of the authors resulting in 208 being included in the final review. Twenty-seven studies were included, published in six countries between 1996 and 2020.Results: Important characteristics in the interventions included meaningful partnerships with Pacific communities using community-based participatory research and ensuring interventions were culturally anchored and centred on collectivism using family or social support. Most interventions used social cognitive theory, followed by popular behaviour change techniques instruction on how to perform a behaviour and social support (unspecified). Negotiating the spaces between Eurocentric behaviour change constructs and Pacific worldviews was simplified using Pacific facilitators and talanoa. This relational approach provided an essential link between academia and Pacific communities.Conclusions: This systematic search and narrative synthesis provides new and important insights into potential elements and components when designing behaviour change interventions for Pacific people. The paucity of literature available outside of the United States highlights further research is required to reflect Pacific communities living in New Zealand, Australia, and the Pacific region. Future research needs to invest in building research capacity within Pacific communities, centering self-determining research agendas and findings to be led and owned by Pacific communities. [ABSTRACT FROM AUTHOR]

This article presents a series of ‘snapshots’ of the history of the journal now known as the ANZJFT (Australian and New Zealand Journal of Family Therapy). While a full, detailed history of the journal from its inception is beyond the scope of this paper, the authors offer glimpses of the journal at key points in its 25-year history, and from these, readers can reconstruct some of the changes that have occurred, and the continuities in values and attitudes that the ANZJFT has attempted to preserve, throughout its existence. The authors comment, from their own recent experience, on particular dilemmas, which they have faced, and use their own data to update a bibliometric survey of the journal originally carried out by Davis and Lipson (1996). [ABSTRACT FROM AUTHOR]

Despite the growing importance of collaboration in research there have been very few investigations of the practice of research collaboration itself The study we report investigated this practice by analysing 444 collaborative projects undertaken by staff in the Science Faculty of a New Zealand university. While the results support the sociology of science model of vertical collaboration up and down the academic hierarchy, we also show that significant collaboration now takes place across levels in the hierarchy, that is among peers, in what we call horizontal collaboration. This shift from vertical to horizontal collaboration has not been readily apparent in bibliographic studies of co-authored papers in top journals. One of the questions this study raises is the often assumed positive association between collaboration, research output and research quality, and the implications such assumptions have on the institutionalisation of research within the university. We end by suggesting that the shift that is occurring in the location of research from conventional departments to research centres within the university may signal an attempt to resurrect the practice of vertical collaboration. [ABSTRACT FROM AUTHOR]

Introduction: This study seeks to determine the first Australian conference abstract to publication rate for recent Australasian Sonographers Association (ASA) conferences. Secondary outcomes include analysis of conference location, abstract distribution for posters and oral presentations, abstract author institution, and citation number of identified publications. Methods: Retrospective analysis of ASA conference abstracts published in Sonography Special Issues from 2015 – 2017 was conducted. Data from 605 published abstracts was reduced to 297 Australian abstracts. Thirty five New Zealand and International, 133 workshops, and 140 incomplete conference abstracts with missing data were excluded from final analysis. Use of Google Scholar, PubMed and Google databases was undertaken. Abstract titles, key words, institutions and/or authors' names and institutions were used to find peer‐reviewed papers authenticated through open access, publicly available author information or library access. Results: Between 2015 and 2017, posters averaged 16.00 ± 7.0 abstracts, and oral presentations 83.0 ± 17.0 abstracts. Fifty‐nine publications from sixty‐three Australian conference presentations were identified, distributed across twenty‐nine journals. The ASA conference abstract to full publication rate was 19.9%. Publications found had in excess of 430 citations. Conclusion: The conference abstract to publication rate was 19.9%, at the lower end of reported radiology conferences, and comparable to sonography conference abstract to publication rates. [ABSTRACT FROM AUTHOR]

Shortly after the COVID‐19 pandemic reached Aotearoa New Zealand, stringent lockdown measures lasting 7 weeks were introduced to manage community spread of the virus. This paper reports the findings of a qualitative study examining how lockdown measures impacted upon the lives of nurses, midwives and personal care assistants caring for community‐based patients during this time. The study involved nationwide surveys and in‐depth interviews with 15 registered nurses employed in community settings, two community midwives and five personal care assistants. During the lockdown, nurses, midwives and personal care assistants working in the community showed considerable courage in answering their 'call to duty' by taking on heightened care responsibilities and going 'the extra mile' to help others. They faced significant risks to personal and professional relationships when they were required to take on additional and complex responsibilities for community‐based patients. Despite the hypervigilant monitoring of their personal protective equipment (PPE), the need to safeguard family and community members generated considerable stress and anxiety. Many also faced personal isolation and loneliness as a result of lockdown restrictions. Moreover, the negative impacts of experiences during lockdown often continued to be felt once restrictions had been lifted, inflecting life during periods in which community transmission of COVID‐19 was not occurring. This article makes five core service delivery and policy recommendations for supporting community‐based nurses, midwives and personal care assistants in respiratory disease pandemics: acknowledging the crucial role played by community‐based carers and the associated stress and anxiety they endured by championing respect and compassion; demystifying the 'heroism' or 'self‐sacrifice' projected onto care workers; the timely provision of adequate protective equipment; improving remuneration, with adequate provision for time off; and regular counselling, peer support groups and education on work‐life balance delivered by support workers in recognition of stressors arising from these complex and isolated working conditions. [ABSTRACT FROM AUTHOR]

Background: The involvement of speech and language therapists (SLTs) within paediatric palliative care (PPC) settings has been recognized within the extant literature. However, there is little understanding of SLT's specific roles and practices when working with this vulnerable cohort of children and their families. As part of a larger body of work to develop consensus‐based recommendations for SLTs working in PPC, it is important to investigate demographic and caseload characteristics. Aims: This exploratory study aimed to gather previously undocumented international demographic data pertaining to SLT service provision, caseload and training in PPC. Additionally, it sought to ascertain the current treatment and assessment approaches of SLTs, and if variations exist in beliefs and practices. Methods & Procedures: An anonymous cross‐sectional survey was designed and reported according to the Checklist for Reporting Results of Internet E‐Surveys (CHERRIES). The online survey consisted of 40 items spanning four domains: (1) demographic information, (2) caseload information, (3) service provision and (4) training and education. SLTs from Australia, Canada, New Zealand, the UK, Ireland and the United States were recruited using a purposive snowball sampling approach. Descriptive analysis of closed‐ended survey responses and content analysis of open‐ended responses are presented. Outcomes & Results: A total of 52 respondents completed the survey. SLTs worked in a variety of PPC settings, with patients of varying age and disease groups. Over 50% of participants reported working in PPC for ≤ 4 years. Genetic disorders (34%), oncology (27%) and neurological conditions (21%) made up a significant portion of respondents' caseloads. Reported treatments and assessment approaches used by SLTs are not unique to a PPC population. Barriers and enablers for practice were identified. A portion of participants did not feel trained and prepared to assess (19.2%) or treat (15.4%) PPC clients. Conclusions & Implications: This study confirms that SLTs internationally have a role in the management of communication and swallowing impairments in a PPC context. However, whether current training and resources adequately support SLTs in this role remains questionable. This paper helps to provide SLTs, administrators, professional associations and tertiary institutions with foundational data to help inform workforce planning, advocacy efforts and training priorities. What this paper addsWhat is already known on the subjectThe published multidisciplinary literature has identified that SLTs have a role in PPC. However, there has been no targeted research investigating the professional characteristics of clinicians in this context, nor any detailed information regarding associated clinician beliefs or management approaches.What this paper adds to existing knowledgeThis study is a snapshot of attributes, practice patterns and beliefs of SLTs who work with a PPC population. It highlights SLT perspectives of education and training, as well as meta‐perceptions of themselves within the multidisciplinary team.What are the potential or actual clinical implications of this work?Data presented in this paper will help to enable SLTs, organizations and associations to augment service provision and determine future professional development priorities within the field of PPC. [ABSTRACT FROM AUTHOR]

Multicentre research provides advantages over single-centre research by maximising available patient numbers while pooling varied expertise and resources available across different participating investigators and sites. The increased complexity of multicentre regulatory approvals, communication and study management, can be mitigated by the formation of a research network where multicentre efforts move from ad hoc, single projects to formalised ongoing collaboration. Network research helps prioritise research efforts and importantly fosters the development of a collaborative track record in terms of research expertise, research capacity and grant success. It also has the potential to rapidly change patient care across many hospitals as research results will be more generalizable and definitive. This paper sets out the key elements of network research, its benefits and possible challenges drawing on the example of PREDICT (Paediatric Research in Emergency Departments International Collaborative) an established paediatric emergency research network in Australia and New Zealand. [ABSTRACT FROM AUTHOR]

This exploratory study examined general practitioners' (GPs) perspectives on delivering end-of-life care in the New Zealand residential aged care context. A general inductive approach to the data collected from semi-structured interviews with 17 GPs from 15 different New Zealand general practices was taken. Findings examine: (1) GPs' life experience; (2) the GP relationship with the facilities and provision of end-of-life care; (3) the GP interaction with families of dying residents; and (4) GP relationship with hospice. The nature of the GP relationship with the facility influenced GP involvement in end-of-life care in aged care facilities, with GPs not always able to direct a facility's end-of-life care decisions for specific residents. GP participation in end-of-life care was constrained by GP time availability and the costs to the facilities for that time. GPs reported seldom using hospice services for residents, but did use the reputation (cachet) associated with hospice practices to provide an authoritative buffer for their end-of-life clinical decisions when talking with families and residents. GP training in end-of-life care, especially for those with dementia, was reported as ad hoc and done through informal mentoring between GPs. This paper is on a topic of increasing policy importance. With the aging of the population, the pressure on our aged care facilities will become intense. This paper highlights how GPs, the main source of clinical supervision in residential aged care, do their job and what the issues are that facilitate and impede their participation. [ABSTRACT FROM AUTHOR]

This article reports that American academics Ruth Wageman and Debra Nunes, both with Hay Group, will visit Auckland, New Zealand in February 2008 to present their research into the dynamics of top executive teams and their impact on organization performance. Since 1998, Hay Group has been studying executive teams. This collaboration led to the original working paper "Top Teams in 2001: Why Some Work and Some Do Not." Their research is not about team building--but deals instead with team effectiveness and what needs to be in place to facilitate this.

Aim: To assess New Zealand's research productivity in the area of ophthalmology and vision science over the decade 1993-2002. Methods: New Zealand-based researchers involved in ophthalmology or vision science research, including ophthalmologists, optometrists and vision scientists were identified via professional colleges, universities and electronic databases Peer-reviewed publications by these authors were identified by both searching electronic databases (MEDLINE/Pubmed) and personal communication with individual researchers. Results: Eighty-live New Zealand-based researchers involved in ophthalmology or vision science research published 446 articles in 84 scientific journals during the I 0-year period. The cohort consisted of 59 ophthalmologists and 26 other researchers based in a diverse range of ophthalmology, optometry and university departments. Significant collaboration was observed between groups within New Zealand and with international institutions Comparing ophthalmologists and 'other' researchers, ophthalmologists produced 69% of all ophthalmology and vision science research publications and those classified as 'active ophthamologist researchers' published an average of I I (range 5-55) papers each during this decade, compared to eight (range 5-25) for the group `other active researchers'. This was also reflected in the high productivity rate by ophthalmologists of 277 publications per I 000. Publications were identified in a wide range of journals with the majority in top 20-ranked ophthalmology journals The trend over the decade highlighted an increase in number of scientific publications, from 43 per annum in I 993, to 68 per annum in 2002. Conclusions: Despite a relatively small and geographically isolated population, New Zealand ophthalmology and vision science research is highly active and collaborative, with significantly increased research productivity during the period 1993-2002. The present study is the first to document these trends and provides strong evidence to justify continued support for ophthalmology and vision science research in New Zealand. [ABSTRACT FROM AUTHOR]