Now showing items 1-5 of 7

  • Community (not-for-profit) governance - what are some of the issues?

    Grant, Suzanne Lisa Parker (Australian and New Zealand Third Sector Research Inc, 2006)
    A view of community governance is presented, combining not-for-profit literature and reflections from my interactions with four New Zealand primary school Boards of Trustees. With Trustees typically adopting a policy, ...
  • Contextualising social enterprise in New Zealand

    Grant, Suzanne Lisa Parker (Emerald Publishing, 2008)
    Purpose – Social enterprise in New Zealand is still in its infancy, with no recognised framework to inform knowledge of current or future developments. In this exploratory paper, the aim is to consider four influences which ...
  • Critical evaluation of appreciative inquiry: Bridging an apparent paradox

    Grant, Suzanne Lisa Parker; Humphries, Maria (Sage Publications, 2006)
    Despite increased applications and scholarship, appreciative inquiry remains a research method with little self-reflection or critique to evaluate the process as an action research method. Perhaps counter-intuitively, we ...
  • Incorporating critical pedagogy into the scholarship of teaching and learning: making the journey alongside our students

    Grant, Suzanne Lisa Parker; Hurd, Fiona (CTR for Excellence in Teaching, 2010)
    In this paper we draw on our teaching and learning experiences in the management classroom, to illustrate how reflective teaching practices and experiential learning can be used to incorporate critical pedagogy into the ...
  • Learning through 'being' and 'doing'

    Grant, Suzanne Lisa Parker (Sage Publications, 2007)
    Our research may not emerge in the tidy, linear manner often described in research papers, and hoped for outcomes may never eventuate. Amid this seeming confusion, researchers may experience personal discomfort and perceptions ...

Suzanne Lisa Parker Grant has 4 co-authors in Research Commons.

Showing up to 5 theses - most recently added to Research Commons first.