The March 15th terrorist attack started a national dialogue about prejudice in New Zealand. Previous research has investigated attitudes towards Muslims in comparison to ethnic minorities.
Abstract. The COVID-19 pandemic intensified anxieties among temporary workers in New Zealand tertiary education, particularly those affiliated with universities reliant on the lucrative market for international fee-paying students. As national borders closed and states started looking inward, these same learning institutions began to more visibly express the language of market logics for which they had been remodeled in recent decades, adapting to declining revenue through austerity-like budget cuts. The communication of these cuts to the academic precariat has been mixed, with some institutions resorting to cold, forceful determinations delivered as matter-of-fact restructurings, while others have preferred an oblique recasting of the pandemic's disruption as an opportunity for social responsibility. This paper is a collective self-reflection on the activism undertaken by the newly formed Tertiary Education Action Group Aotearoa during the COVID-19 pandemic. It begins by contextualizing the reforms rolled out in response to the pandemic in relation to the “neoliberal turn” of higher education and examines how career pathways for early career academics have transformed into a continuous cycle of precarious employment. We argue that the idealized “early career” identity has been lost and that through a process of mourning we can regather ourselves and embrace our lived realities as members of the academic precariat. We detail how the pandemic acted as a catalyst for this “productive mourning” and enabled us to begin mobilizing discontent among the academic precariat. Finally, we reflect on the extent to which we were able to challenge existing structures that are responsible for the exploitative nature of precarious academic work.
Within sporting environments, it is inevitable that sports personnel (e.g., athletes, coaches, and officials) will continually find themselves developing expectations of others with whom they interact. With this in mind, the current study aimed to investigate how the informational cues of experience and the qualification pathway may affect both athletes' and coaches' judgments of perceived refereeing competence. A cross-sectional betweensubjects experimental design was used using 112 soccer coaches and players. Participants were required to read 1 of 4 refereeing vignettes that manipulated the 2 independent variables of experience and the qualification pathway: experienced/longitudinal, experienced/fast-track, limited/longitudinal, and limited/fast-track. Following familiarization with the vignettes, participants completed the Assessment of Referee Competence Scale to rate their perceived competence of the referee. Competence was categorized through 6 characteristics: communication, confidence, fitness, impartiality, consistency, and respectfulness. A multivariate analysis of variance revealed the experienced referee was significantly more competent for all characteristics of refereeing competence compared to the limited condition. Although the qualification pathway yielded no significant differences between the longitudinal and fast-track condition, a follow-up analysis of variance revealed that referees associated with the longitudinal qualification pathway (i.e., had progressed through every level) were rated significantly more competent for the characteristic of communication than referees reported to be on the fast-track scheme. These results suggest that referees can harness the information they present to players and coaches before interaction, to help induce a positive first impression. By developing knowledge and skills in impression management, referees are likely to optimize their control of future interactions and reduce the likelihood of interpersonal conflict.
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