Robert E. Quinn. Coping with Cupid: The Formation, impact, and Management of Romantic Relationships in Organizations. Administrative Science Quarterly, March 1977,30-45
In: Group & organization studies, Volume 2, Issue 3, p. 374-375
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In: Group & organization studies, Volume 2, Issue 3, p. 374-375
In: Group & organization studies, Volume 2, Issue 3, p. 265-281
In: Group & organization studies, Volume 2, Issue 1, p. 122-123
In: Group & organization studies, Volume 1, Issue 3, p. 380-381
In: Group & organization studies, Volume 1, Issue 2, p. 140-153
In: Group & organization studies, Volume 1, Issue 1, p. 12-25
In: Archiv für Geschichte der Philosophie, Volume 58, Issue 1
ISSN: 1613-0650
In: Foreign affairs, Volume 18, p. 254-265
ISSN: 0015-7120
In: Foreign affairs: an American quarterly review, Volume 18, Issue 2, p. 254
ISSN: 2327-7793
In: The annals of the American Academy of Political and Social Science, Volume 100, Issue 1, p. 29-36
ISSN: 1552-3349
In: The annals of the American Academy of Political and Social Science, Volume 71, Issue 1, p. 136-139
ISSN: 1552-3349
In: The annals of the American Academy of Political and Social Science, Volume 71, p. 136-139
ISSN: 0002-7162
In: The annals of the American Academy of Political and Social Science, Volume 65, Issue 1, p. 87-94
ISSN: 1552-3349
In: The contemporary Pacific: a journal of island affairs, Volume 23, Issue 2, p. 340-370
ISSN: 1527-9464
This paper examines the development of Māori studies since it was first taught as an academic subject at Auckland University in 1952. While retaining a strong focus on language learning, Māori studies increasingly includes other culture-based subjects. It espouses theories and methodologies that empower Māori communities and critique Eurocentric scholarship, such as kaupapa Māori. Māori studies is described as mātauranga Māori (Māori knowledge), although iwi (tribal-based) wānanga (colleges of learning) argue they are the appropriate repositories. Wānanga, teaching specific iwi knowledge, complement the generalizing Māori studies, which challenges Western universities from within. New Zealand's universities are developing Treaty of Waitangi–based relationships with Māori communities, and with their own Māori staff and students. However, Māori intellectual practices within Western university disciplines remain contested. Here Māori studies can help support Māori scholarship in the wider institution. Māori studies looks outward to indigenous and Pacific studies, all concerned to rebalance the effects of colonization and explore interdisciplinary spaces. Māori and Pacific studies share a common ancestry and cultural world of language and metaphor. Although frequently separated institutionally, with some Māori studies programs focusing exclusively on Māori, others embrace Pacific studies as equal partners. Māori studies instructs nonindigenous or Pākehā students, but many contest their teaching or research function. Others argue for bicultural research models incorporating Pākehā or nonindigenous researchers and enabling mutually respectful and beneficial relationships in place of a Māori/Pākehā binary opposition, a position acknowledging researchers with shared cultural affiliations.