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Purpose: To ascertain small business (SB) managers’ perspectives on their educational and support needs for their managerial tool box. Design/Methodology/Approach: Semi‐structured face‐to‐face interviews were conducted in New Zealand, with 19 SB managers to ascertain their perspectives about business learning opportunities. Data analysis was conducted using thematic analysis. Findings: Four skills for small business learning were identified: basic (day‐to‐day management skills), coping (time management and priority setting skills), psychological (emotional/social skills) and networking skills. Value of the paper: A model with three phases and three parallel streams of learning was developed that has potential to enhance survival rates of SBs. Further, the psychological aspects of being a SB manager are highlighted. Research limitations/implications: Feelings and emotions may be more significant than capabilities. Practical implications: The pedagogic practices should be accepting, affirming and confirming, to provide social/emotional and psychological support to SB managers.

It is argued that as the planets conventional natural resources are consumed, it has a profound effect on society and the environment. In order to maintain current levels of lifestyle, help solve some of the developing nation’s problems and ultimately survive, the world will look more to technology and science for the answers and this will call for partnerships that deliver new approaches and science‐based innovations (Teresko, 2006). This research is a part of a bigger study investigating the determinants of innovation in the New Zealand biotechnology sector. This paper discusses business innovation in general and how it could contribute to sustainable development across several key areas like agriculture, biotechnology, consumer products, energy and life sciences. To provide a link between business innovation and sustainability, the research paper explores trends across the following concepts: social expectations of innovation in the biotechnology field, innovations versus sustainability, sustainable agricultural biotechnology, and sustainable industry practices in the biotechnology field. Finally the paper provides some tentative ideas of the conditions required for business innovation to make a constructive contribution to sustainability.

We are living in an era of rapid technological change where innovation rates continue to increase exponentially. Accordingly, countries who wish to be active in the novel technology market will need to understand what drives and ultimately determines innovation. This research is a part of a bigger study investigating the determinants of innovation in the New Zealand biotechnology sector. It reports on preliminary findings of a thematic analysis of interviews conducted with senior figures in research, development and commercialisation businesses in the New Zealand biotechnology field. Specifically, this paper attempts to answer the research question “What are the drivers of innovation in the sustainable innovation paradigm”. In doing so, the constructs of Technology Push, Market Pull and Policy Intervention are explored along with a range of related and contributing management concepts.

There is a considerable emphasis today on bridging the gap between theory and practice. On the other hand there is a divergence of thinking through a traditional perspective that mathematics exists independently of its applications and should be taught in its pure form. The purpose of this paper is to examine the key epistemological theories underlying teaching and learning mathematics from above (i.e. traditional approaches) and mathematics from below (contemporary approaches) and how they relate to adult numeracy education. This begs the question: Why is it hard to engage students and why can’t we connect with both the real‐world and mathematical abstractions?

The purpose of this paper is to investigate the organizational change taking place within New Zealand water utilities as a result of implementing Total Quality Management (TQM) models (i.e. TQM experts’ teachings, ISO 9000 standards, and quality awards). Implementation was intended to enhance their performance and the quality of drinking water provided to the community.

This study was conducted by investigating the quality management system in three different case studies from the Waikato Region of New Zealand. The main study methodology is involved in methodological triangulation in which the researcher used more than one technique for data collection and data analysis. This paper reports on two of those techniques: face to face interviews conducted with the managers of the three case studies under investigation; and participant observation at the water treatment plants of the same three territorial local authorities (TLAs).

The comparative analysis drawn between the three different cases showed that two of the case studies are applying TQM models but at different stages, while the third case study is not implementing any of the TQM models. The difference between the performances of TLAs adopting a TQM model versus the TLAs who are not is related to their organizational strategy. This in turn has an impact on the sustainability of the quality of water provided to the community of the Waikato Region.

The paper emphasises the importance of breadth and depth of organizational change in the three TLAs in view of the following themes: training personnel in quality systems, customer satisfaction with water quality, purchasing equipment/chemicals, process control, inspection and testing, calibration, corrective and preventive action where drinking water is below standard (non‐conformance) and control of quality records.

The paper provides a useful case of TQM application in water utilities services.

The purpose of this paper is to explore the various approaches and tools of assessment used in both schools and tertiary education in New Zealand and their impact on the improvement of the quality of teaching and learning. The objective is to answer the research question: “Does one size fit all?”

The paper comprises an analysis of the existing assessment tools (i.e. traditional and new modes of assessments) being practised in New Zealand, relating them to real cases from the author ' s practical experience in the field, i.e. drawing on both primary and secondary data.

Assessment is found to be an integral part of providing a quality teaching and learning experience for the adult learners, their long life learning process and their participation in the community and the national economy. The study indicated that one size does not fit all if we are aiming at serving our students the best way.

The paper proposes criteria required for an effective quality learning experience, for both educators and earners. It further emphasizes the importance of “assessment for learning” techniques rather than “assessment of learning”.