Research@Lincoln
Research@Lincoln is an open access institutional repository collecting the research produced by Lincoln University staff and students. You may also be interested in Data@Lincoln or Lincoln University Living Heritage.
Students wishing to submit a thesis or dissertation should see the Depositing theses and dissertations guide.
Recent Submissions
Item Open Access Resource management : Issues, visions, practice | Kā taoka mana whakahaere : He take, he moemoeā, he mahi whakahaere : A symposium, Friday 5 - Monday 8 July 1996 : Proceedings(Lincoln University. Centre for Resource Management, 1996)Shared experiences : the basis for a cooperative approach to identifying and implementing more sustainable land management practices / Willy Allen and Ockie Bosch -- Cites : an effective method for addressing the causes of the trade / Peter Anderson -- Monitoring as an integral part of management and policy making / Ockie Bosch, Willy Allen and Roger Gibson -- Resource management implications arising from the reform of state intervention and support in Canadian agriculture : insights from New Zealand / Ron Bradshaw and Barry Smit -- Science for sustainable land management : an illustration from the South Island high country / Kevin O'Connor and Peter Espie -- Re-defining the process and practice of consultation under the Resource Management Act 1991 / Tim Fraser -- Protecting biodiversity values on private lands, and for marine and freshwater ecosystems / Victoria Froude -- Rationales for an ethic of environmental responsibility for the planning profession / Joanna Gould -- Community participation in resource management -- fact or fiction? / Kerry Grundy -- There is no shallow end : planning practice in a free market economy / Susan Harris -- Kaitiakitanga and ecology -- implementing environment guardianship initiatives at the community level / Peter Horsley et al. -- Thinking nationally and acting locally to promote sustainable coastal resource management / Ken Hughey -- Ko Papatuanuku te Matua of te Takata (Earth-Mother, parent of humanity) -- "Managing" Papatuanuku : essential differences between Maori and western ways of viewing resource "management" / Lynette Jarman, Maever Moeau-Punga and Peter Moeau -- Using the 'net' for ecotourism in NZ / Mairi Jay and Munro Morad -- Maori and the environment. The process of inclusion / Ward Kamo -- Of sirs and sahibs : bureaucratic constraints on community forestry programmes in Bangladesh / Niaz Khan -- On the edge of reason : planning for energy conservation and transport futures in Christchurch under the Resource Management Act / Chris Kissling -- An evaluation of contemporary resource management in NZ : a fish and game perspective / Wayne McCallum -- Integrated environment management and the sustainable management of indigenous forest ecosystems in New Zealand : some observations / Sarah McRae and Kirsty Woods -- Kia ora tonu te 'ha' me to 'mauri' o te taiao mo nga uri whakatapu -- to ensure that the life forces of the environment are maintained for the future generations / Maiki Marks and members of Kororareka Marae society -- Wildlife : relic of the past, or resource of the future? / Ruth Marsh -- Adult non-school education for the environment -- an alternative pathway to sustainable management? / Rika Milne -- Integrated pollution control : role models for New Zealand? / Rhonda Mitchell -- Quality control in New Zealand EIA : a conceptual framework / Richard Morgan -- Resource management, sustainability, and sustaining the ineffable / Keith Morrison and Roy Montgomery -- The physics of sustainability : a review of thermodynamic theory and emerging policy tools / Robbie Morrison -- Voluntary and participative approaches to rural environmental management : the case of landcare groups in Waikato / Helen Ritchie -- Cultural border crossings in environmental policy : metapolicy as a (con)textual intervention / Stefanie Rixecker -- International environmental standards, conformity assessment and sustainable management / Marje Russ -- Local consequences of the Resource Management Act : development conflicts at Port Chalmers, Otago / John Selsky and P A Memon -- Environmental conservation initiatives : community expectations in Auckland City / Catherine Temple -- Protecting the indigenous cultural heritage of indigenous peoples / Bevan Tipene -- Contemporary coastal protection on Rarotonga, Cook Islands : toward an integrated coastal zone management / Alan Utanga -- Antarctic environmental management -- resource issues on a frozen continent / Emma Waterhouse -- A "designer" approach to water allocation -- a Hawke's Bay initiative / Jim Watt, Roz Buick, Bob Lee, Keith Vincent, David Dravid -- Pesticides and sustainable management -- state control or market control? / Meriel Watts -- Present and prospective New Zealand landscapes in the context of existing environmental management structures / Alexander Wearing -- Facing the challenge of sustainable development in Waimakariri District / Lesely Woudberg -- Measures of sustainability of farming in New Zealand / Steve Wratten, Meindert Hofmans, John Greer, Charles Eason.Item Open Access Introduction to plant diseases(Lincoln College, 1975)This introduction to plant diseases has been based on, and uses material from, an earlier publication on this topic by Dr I.D. Blair. However, there has been some revision of the text and a number of new illustrations have been included. The aim has been to present information on general principles important in the study of plant diseases, and then to include details on a number of diseases of crops and pastures.Item Restricted A framework for supporting early career researcher/academic’s in business(2024-11)For decades, academics and academia split public opinions, especially across social media platforms and discussion groups. Academia has been a flexible and supportive career platform where thought leaders can work to strive to make changes in their disciplines. For some academics, academia has left them feeling overworked, undervalued, and lacking in support, whilst others perceived academia as a mix of both, which fluctuates across the academic year. Reflecting on our experience, from being a doctoral candidate to being a full-time academic, we understand the need to support the thought leaders of tomorrow throughout this process. We argue that ECR/Ss, including doctoral students, must be subject to the same progression and retention ethos that Universities afford their students. This paper aims to present our preliminary findings and ongoing research, which seeks to understand the experiences of Early Career Researchers and Academics [ECR/A] in the contemporary context of academia. The findings of this study will provide insight into the ecosystem surrounding ECR/As and inform a framework to aid institutions and conference organisations in facilitating effective support to early career business academics globally to best support research leaders of tomorrow.Item Restricted Exploring action bias in the pursuit of innovationInnovation and creative problem-solving are essential competencies in both academic and professional landscapes, serving as critical links between theoretical knowledge and practical application. However, these processes are often influenced by cognitive biases, with action bias, the predisposition toward taking action over inaction regardless of the action’s efficacy (Patt & Zeckhauser, 2000), emerging as a significant factor. This research investigates the ways in which action bias manifests in the context of innovation and problem-solving, particularly in learning environments, and assesses its impact on the quality of outcomes. This study’s foundation stems from a classroom experiment at Lincoln University, where students were tasked with creating solutions to the everyday problem of reaching high supermarket shelves. This experiment exposed a prevalent tendency among participants to leap into ideation without a comprehensive understanding of the problem's nuances. Here, the psychological underpinnings of action bias come into sharp focus, illuminating how a premature rush to act can overshadow the necessity of problem comprehension, ultimately leading to suboptimal outcomes. Human cognition inherently inclines individuals toward action as a mechanism to reduce discomfort and appear proactive. This inclination, however, often (Ariely, 2008; Patt & Zeckhauser, 2000; Bar-Eli et al., 2007). This study positions action bias within the framework of heuristics and biases, as described in Kahneman and Tversky’s (1979) seminal work, which elucidates how mental shortcuts can distort decision making. In the classroom setting, students’ rapid generation of ideas without critical evaluation exemplied a need for restructured pedagogical approaches - namely, those that prioritize innovation following a period of analytical engagement. The findings suggest that action bias is not merely a byproduct of impulsive behavior but a deeper psychological drive to demonstrate productivity and competence, often stemming from a fear of inaction’s perceived consequences (Patt & Zeckhauser, 2000; Bar-Eli et al., 2007). Additionally, the study raises critical questions about educational practices in fostering problem-solving skills. The tendency to act swiftly may be reinforced by educational systems that value visible outputs over process-driven learning. This focus on immediate results rather than reflective thinking cultivates a surface-level engagement with problems, where action serves more to meet external expectations than to address core issues effectively. By investigating action bias in a structured academic setting, this research provides insights into how biases can compromise the quality of innovative solutions and suggests the need for pedagogies that encourage critical analysis over expedient solutions. The practical implications of this study are substantial, extending beyond academia to sectors where innovation is essential yet pressured by market demands. Understanding the nuances of action bias within innovation contexts can help educators, business leaders, and professionals develop more effective strategies for fostering critical thinking. This includes a balanced emphasis on both the pace and substance of solution development, encouraging individuals to approach problem-solving with patience and precision, recognizing that action alone does not equate to innovation (Sternberg, 2002).Item Restricted Protecting and restoring freshwater biodiversity across urban areas in Aotearoa New Zealand—Encouraging the installation of rainwater tanks in urban areas(New Zealand’s Biological Heritage Science Challenge| Ngā Koiora Tuku Iho, 2024-03)This synthesis was prepared by New Zealand’s Biological Heritage National Science Challenge | Ngā Koiora Tuku Iho, Empowering Kaitiakitanga & Environmental Stewardship research team. Unless New Zealanders are inspired to act and work together for a common goal, the response to our biodiversity crisis will be disjointed, ad-hoc, and potentially counterproductive. Our research focuses on addressing this dilemma. It is about helping New Zealanders take charge of caring for the environment by understanding the values and motivations that drive some people to actively protect our natural heritage. It is also about understanding the reciprocal relationships between people in the landscape – some of whom actively intervene on behalf of the environment – and the ecosystems in which they live.
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