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Colonial collections played an important dual role: they were key sites from which ideas about cultural difference were theorised and they were also the foundations of public institutions that were central in shaping civic culture. This article explores these dynamics through the history of the Otago Museum and, in particular, the very different types of collecting engaged in by the colonial bookman T. M. Hocken, the anthropologist H. D. Skinner, and the historian J. H. Beattie. [ABSTRACT FROM AUTHOR]

According to David Lusted, doctoral pedagogy is a ‘process of production and exchange’ that, at best, leads to transformations in all its players. Taking Lusted’s three abstract ‘agencies’ of pedagogy as our starting point – teacher/supervisor, student, and knowledge – we draw on data from interviews with indigenous (Māori) doctoral students and their supervisors to particularise the players by situating them within the context of Aotearoa/New Zealand. In so doing, we draw attention to the ways in which matters of history and locality colour this core pedagogy of doctoral education. We also highlight the dynamic boundaries between the academy and its outside communities, between traditional academic knowledge and traditional indigenous knowledge, and the possibilities for transformation of all involved. [ABSTRACT FROM AUTHOR]

The number of international students in educational institutions in New Zealand has increased rapidly, but little is known about how New Zealand students perceive their intercultural communication experiences with this group. This study investigates New Zealand university students' perceptions of, and interactions with, international students in the classroom. Twenty students (including first and third year undergraduates, and graduate students) were interviewed. The findings indicated that New Zealand students perceived benefits such as learning new perspectives, developing and improving their understanding of other cultures, and building future networks. While graduates experienced enhanced programmes and curricula, increased intercultural skills and exposure to different cultures and perspectives, these benefits were less transparent among the undergraduates, where cultural differences were less understood and accepted and intercultural group work was hindered by perceptions of weak language skills. Two key recommendations emerging from the study focused on the need to share the value of intercultural interaction and to maintain a high level of quality within the institution. [ABSTRACT FROM AUTHOR]

This paper explores an alternative way of framing information systems research on the role and impact of national culture. It argues that the widely accepted structural frame work of Hofstede reduces interpretation to a simplistic categorical description which in many cases ignores differentiation within cultures. The alternative model suggests, that national culture can be better understood by seeking out the dominant codes that frame the discourse pervasive in a culture and understanding how that discourse affects the obvious social codes of ritual, custom and behavior and the textual codes which express the nature of that culture. This framework is applied to two different case studies-one in New Zealand and one in Thailand-to demonstrate its applicability. [ABSTRACT FROM AUTHOR]