[ { "key": "VNPZTJ3V", "version": 62, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/VNPZTJ3V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/VNPZTJ3V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Smith", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "VNPZTJ3V", "version": 62, "itemType": "thesis", "title": "Insecure commitment and resistance: An examination of change leadership, self-efficacy, and trust on the relationship between job insecurity, employee commitment, and resistance to organizational change", "creators": [ { "creatorType": "author", "firstName": "Robert Elijah", "lastName": "Smith" } ], "abstractNote": "This study was designed to examine the mediation role of self-efficacy and the moderating roles of change leadership strategy and trust on the change attitudes of job insecure employees. Using job insecurity theory (Greenhalgh, 1983), Chin & Benne's (1961) seminal classification of change leadership strategies and the tripartite model of attitudes (Breckler, 1984; McDougal, 1909) as a theoretical basis, data were collected from two samples of employees including a manufacturing firm (n=275) and a retail company (n= 350). The samples and study hypotheses were analyzed using hierarchical multiple regression analysis. As predicted, job insecurity was directly positively related to affective, behavioral, and cognitive resistance to change and self-efficacy partially or fully mediated the relationships. Mixed results were found for the role of trust as well as information and participation-based change leadership strategies in moderating employee resistance to change. In some cases perceived information-based and participation change leadership approaches were associated with increased resistance rather than decreased resistance to change. Power-based change leadership strategies however were found to be consistently associated with more pessimistic employee attitudes. Results support previous findings showing that individuals who believe they will be negatively impacted by organizational change are particularly sensitive to change leadership approaches. The results also suggest that commonly prescribed change leadership strategies such as increased information, communication, and participation during periods of heightened job insecurity may not always be effective in reducing resistance to change but efforts to increase employee self-efficacy may support the coping mechanism employees use to reduce resistance to change attitudes in organizational change climates with moderate levels of job insecurity.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "323", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1469002050?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1469002050", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3603272", "tags": [ { "tag": "0384:Behavioral psychology" }, { "tag": "0516:Adult education" }, { "tag": "0621:Psychology" }, { "tag": "Adult education" }, { "tag": "Behavioral psychology" }, { "tag": "Change leadership" }, { "tag": "Change management" }, { "tag": "Commitment to change" }, { "tag": "Job insecurity" }, { "tag": "Organizational change" }, { "tag": "Psychology" }, { "tag": "Self-efficacy" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:32:55Z", "dateModified": "2015-11-12T14:34:18Z" } }, { "key": "M4SPMWB2", "version": 62, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/M4SPMWB2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/M4SPMWB2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Sommers", "parsedDate": "2015", "numChildren": 4 }, "data": { "key": "M4SPMWB2", "version": 62, "itemType": "thesis", "title": "From Problem to Promise: An Examination of the Effects of Peer Group Coaching on the Wellbeing of Undergraduate Students", "creators": [ { "creatorType": "author", "firstName": "Jayne K.", "lastName": "Sommers" } ], "abstractNote": "College student mental health has historically been framed as a \"crisis\" in need of a solution. Currently, college counseling centers report an inability to meet the demands of students. This study invites a shift in thinking about college student mental health to a focus on student wellbeing. This focus is not meant to replace attention to severe mental health needs of students, but is instead intended to augment the work being done by student affairs staff. Given college students' increasing mental health needs, higher education professionals are obligated to explore additional means of supporting students. The practice of peer coaching has been demonstrated as beneficial to participants in spheres outside of higher education. This mixed methods study sought to examine the experiences of 30 undergraduate students enrolled in a semester-long peer group coaching program. Students who participated in peer group coaching (n = 30) showed significant increases in multiple dimensions of wellbeing as measured by the Ryff (1989) Scales of Psychological Wellbeing and the Social Provisions Scale (Cutrona & Russell, 1987), while a comparison group (n = 34) increased in only one dimension. Analysis of qualitative interview data provided description of the experience of peer group coaching in students' own words, and a third analysis involving both the quantitative and qualitative data provided support for and illumination of the quantitative changes. Overall, the results of this study support the creation of peer coaching groups as one means of addressing the needs of today's undergraduate students.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2015", "series": "", "seriesNumber": "", "numPages": "191", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1725914130?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1725914130", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "0745:Higher education" }, { "tag": "Coaching" }, { "tag": "College students" }, { "tag": "Mental health" }, { "tag": "Wellbeing" }, { "tag": "Wellness" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:19:05Z", "dateModified": "2015-11-12T14:34:15Z" } }, { "key": "B7P7W84T", "version": 62, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/B7P7W84T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/B7P7W84T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Soria", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "B7P7W84T", "version": 62, "itemType": "thesis", "title": "What happens outside of the college class(ed)room? Examining college students' social class and social integration in higher education", "creators": [ { "creatorType": "author", "firstName": "Krista M.", "lastName": "Soria" } ], "abstractNote": "This study examined the relationships between undergraduate students' social class background and variables theorized to affect students' social integration in higher education, including students' perception of campus climate, frequency of faculty interactions, frequency of involvement in campus activities, and sense of belonging. Data from the Student Experience in the Research University (SERU) survey, which was administered to all undergraduates enrolled at nine large, public research universities in 2011 ( n = 52,740), were used in this analysis and the hypotheses were tested using structural equation modeling. The results suggest that college students' social class background has direct and positive associations with students' perception of campus climate, frequency of faculty interactions, involvement in campus activities, and sense of belonging on campus--students from lower/working-class backgrounds were less likely to perceive a welcoming campus climate, interact with faculty, participate in campus activities, and feel a sense of belonging on campus. The results also suggest that college students' social class background has indirect effects on students' sense of belonging when moderated through campus involvement, campus climate, and faculty interactions.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "175", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1420350784?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1420350784", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3567476", "tags": [ { "tag": "0340:Educational sociology" }, { "tag": "0446:Higher Education Administration" }, { "tag": "Educational sociology" }, { "tag": "Higher Education Administration" }, { "tag": "Sense of belonging" }, { "tag": "Social class" }, { "tag": "Social integration" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:11Z", "dateModified": "2015-11-12T14:34:11Z" } }, { "key": "4AS6SF5Z", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/4AS6SF5Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/4AS6SF5Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Stafford", "parsedDate": "2012", "numChildren": 4 }, "data": { "key": "4AS6SF5Z", "version": 61, "itemType": "thesis", "title": "University student agency, representation, and activism: A case study of students studying English at Universite Cheikh Anta Diop (Dakar, Senegal)", "creators": [ { "creatorType": "author", "firstName": "Casey", "lastName": "Stafford" } ], "abstractNote": "This study explores and interrogates dominant representations of African university students by examining how students conceptualize and act upon their own agency. Using a qualitative case-study approach, the author examines how students actively confront the ideological and material conditions presented by schooling.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2012", "series": "", "seriesNumber": "", "numPages": "258", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1466003194?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1466003194", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3600961", "tags": [ { "tag": "0340:Educational sociology" }, { "tag": "0639:Sub Saharan Africa Studies" }, { "tag": "0745:Higher education" }, { "tag": "Activism" }, { "tag": "Development" }, { "tag": "Educational sociology" }, { "tag": "English" }, { "tag": "Senegal" }, { "tag": "Social sciences" }, { "tag": "Student agency" }, { "tag": "Sub Saharan Africa Studies" }, { "tag": "Universite Cheikh Anta Diop" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:28Z", "dateModified": "2015-11-12T14:33:28Z" } }, { "key": "M5A6J26Z", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/M5A6J26Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/M5A6J26Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Stallman", "parsedDate": "2009", "numChildren": 4 }, "data": { "key": "M5A6J26Z", "version": 61, "itemType": "thesis", "title": "Intercultural competence and racial awareness in study abroad", "creators": [ { "creatorType": "author", "firstName": "Elizabeth Mace", "lastName": "Stallman" } ], "abstractNote": "Domestic race relations, particularly between Black and White Americans, continues to be an unresolved issue in this country. A parallel analysis informs us that increasing numbers of college students are choosing to study abroad, an experience proven to be one of intense introspection and personal growth. This study aims to show that White undergraduates who have substantive intercultural experiences with difference via participation in study abroad programs may develop positive racial identities and intercultural competence during and after education abroad. A powerful outcome is the potential of study abroad participants to move toward alleviating racial disparities and racism in America. The design is a sequential mixed methods design using quantitative and qualitative methods. The research questions are: (1) To what extent do White students' intercultural and racial orientations change as a result of having studied abroad ? (2) How do White students articulate their intercultural competence development and racial attitude development as a result of having studied abroad ? (3) Are the changes in a student's intercultural and racial orientations related ? and (4) To what extent do White students perceive a change in their intercultural competence and racial identity ? The population are students from a large, Midwestern university who studied abroad for the spring 2008 semester. The hypothesized connections between intercultural competence (Bennett, M., 1993) and White Racial Consciousness (Rowe et al., 1994; LaFleur et al., 2002) also appear in the empirical findings. Further, data from qualitative interviews indicate that White students can articulate intercultural competence more easily than racial awareness; reasons for this difference are discussed. Limitations of this study include the low response rate; and the variations in cultural difference that the students in the sample interact with during their study abroad experiences. Policy implications and research recommendations are offered.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2009", "series": "", "seriesNumber": "", "numPages": "169", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/304939673?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "304939673", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3371916", "tags": [ { "tag": "0451:Social psychology" }, { "tag": "0459:Communication" }, { "tag": "0745:Higher education" }, { "tag": "Communication" }, { "tag": "Communication and the arts" }, { "tag": "Intercultural competence" }, { "tag": "Intercultural sensitivity" }, { "tag": "Nigrescence" }, { "tag": "Psychology" }, { "tag": "Racial identity" }, { "tag": "Social psychology" }, { "tag": "White racial consciousness" }, { "tag": "education" }, { "tag": "higher education" }, { "tag": "study abroad" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:26:56Z", "dateModified": "2015-11-12T14:33:24Z" } }, { "key": "2AQ9FD25", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/2AQ9FD25", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/2AQ9FD25", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Stary", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "2AQ9FD25", "version": 61, "itemType": "thesis", "title": "Higher Education's Impact on Changing the Sustainable Behaviors of Students", "creators": [ { "creatorType": "author", "firstName": "Wendy Rae", "lastName": "Stary" } ], "abstractNote": "The purpose of this research study was to establish understanding of the capability of universities to change the behaviors of students towards pro-sustainability behaviors. In particular, the University of Wisconsin-Stout was studied due to the nature of pro-sustainability initiatives already implemented on the campus and the ease with which the researcher could gain access to the necessary documentation and student participants. The Robert Yin methodology of a positivistic case study was used for this research study and Paul Stern's Value-Belief-Norm Theory of Environmentalism became the theoretical framework upon which a model for influencing pro-sustainability behavior in students attending universities was built. Review of the literature related to pro-sustainability behavior change and higher education allowed for enhancement of the theoretical model to include specific contextual and personal capability factors. Seven theoretical propositions were derived from the factors of the model and served to help refine the data collection process, as well as guide the data analysis. The results of the study showed that all seven theoretical propositions were supported to some degree. Additional findings of interest were related to feedback mechanisms, perceived limits and a temporal component to self-efficacy development, and the effects of prior experiences with pro-sustainability behavior.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "125", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1420350906?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1420350906", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3567477", "tags": [ { "tag": "0477:Environmental Studies" }, { "tag": "0640:Sustainability" }, { "tag": "0745:Higher education" }, { "tag": "Behavior change" }, { "tag": "Environmental Studies" }, { "tag": "Health and environmental sciences" }, { "tag": "Social sciences" }, { "tag": "Sustainability" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:32:56Z", "dateModified": "2015-11-12T14:33:21Z" } }, { "key": "J2FHUXH3", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/J2FHUXH3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/J2FHUXH3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Steuernagel", "parsedDate": "2014", "numChildren": 4 }, "data": { "key": "J2FHUXH3", "version": 61, "itemType": "thesis", "title": "Factors that Contribute to the Intercultural Sensitivity of School Counselors in International Schools: A Path Analysis", "creators": [ { "creatorType": "author", "firstName": "Jeffrey A.", "lastName": "Steuernagel" } ], "abstractNote": "This study explored the intercultural sensitivity of 334 school counselors in international schools that were citizens of 39 nations and represented international schools in 74 countries. The purpose of the study was to identify personal and professional factors influencing intercultural sensitivity. The developmental model of intercultural sensitivity (DMIS), a six-stage progression model that depicts how individuals construe their experience with cultural difference, was the theoretical framework for the study. The study followed a quantitative, non-experimental design, and used the Intercultural Development Inventory®, version 3, a psychometrically valid instrument based on the DMIS, to measure intercultural sensitivity. A demographic questionnaire measured the personal and professional predictor variables. Multiple variable regression and path analysis were used to predict and posit a path diagram. Results from the IDI v3 revealed that school counselors in international schools are working from the minimization stage (N = 334, M = 99.5) a transitional placement that highlights cultural commonality that can mask deeper recognition of cultural differences. School counselors who had coursework in multicultural counseling, or professional development in intercultural competence or intercultural communication had statistically significant higher levels of intercultural sensitivity. School counselors aged 41-50 years had significantly higher mean IDI developmental orientation scores than those aged 22-30 years. The length of time school counselors studied abroad and the total years spent outside of the school counselor's passport country were significantly correlated with intercultural sensitivity. The results also indicated that the Intercultural Development Activity Index was significantly correlated with higher levels of intercultural sensitivity. Specifically, paying attention to cultural differences during travel, and frequency of personal interactions in which one tries to understand the cultural perspective of a culturally different person, were the most significantly correlated variables to intercultural sensitivity. The results of the regression to predict intercultural sensitivity indicated a combination of variables explained 14% of the variance depicting a statistically significant model with a small effect size. A path diagram shows the relationships of the personal and professional predictors of intercultural sensitivity development. Positive influences and challenges of school counselors' intercultural development and implications for practice are discussed.", "thesisType": "D.Ed.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2014", "series": "", "seriesNumber": "", "numPages": "248", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1647465462?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1647465462", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3667757", "tags": [ { "tag": "0449:Educational leadership" }, { "tag": "0455:Multicultural Education" }, { "tag": "0519:School counseling" }, { "tag": "Educational leadership" }, { "tag": "Intercultural competence" }, { "tag": "Intercultural sensitivity" }, { "tag": "International school" }, { "tag": "MULTICULTURAL education" }, { "tag": "Multicultural counsel" }, { "tag": "School counseling" }, { "tag": "School counselor" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:24:24Z", "dateModified": "2015-11-12T14:33:17Z" } }, { "key": "6C7NTWXV", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/6C7NTWXV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/6C7NTWXV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Stolz", "parsedDate": "2012", "numChildren": 4 }, "data": { "key": "6C7NTWXV", "version": 61, "itemType": "thesis", "title": "Transnational Corporations and Corporate Citizenship: Analyzing New Roles of Organization Development Practitioners", "creators": [ { "creatorType": "author", "firstName": "Ingo Stephan", "lastName": "Stolz" } ], "abstractNote": "Research shows that too few transnational corporations (TNCs) have the organizational capacity to manage corporate citizenship. Evidence exists that ever more TNCs adopt programs of corporate citizenship development in order to increase this capacity. However, both in academic and practical literature, there is a general lack of a strategic understanding of how corporate citizenship development occurs in transnational organizational settings. The potential of organization development (OD) frameworks and tools for the purpose of corporate citizenship development has been highlighted, and OD practitioners have been identified as crucial for applying and advancing those frameworks and tools within a corporation. Nevertheless, how OD practitioners conceptualize and enact corporate citizenship development, thereby striving to increase the organizational corporate citizenship management capacity, has not been studied empirically. Through a sociomaterial constructivist case study of one of the largest pharmaceutical TNCs worldwide, this study analyses how OD practitioners foster the development of the corporate citizenship management capacity of a TNC. Five core strategies and five core behaviors for corporate citizenship development exhibited by the OD practitioners under study are identified. By continuously using these strategies and behaviors, the OD practitioners bring corporate citizenship development into being as a distinct function within their organization, successfully developing the corporate citizenship management capacity from within. However, this distinct function has to be considered fragile in nature. Through their appropriations, the OD practitioners locate themselves and the function of corporate citizenship development on the fringes of the organization, in certain isolation. The argument is made that successful corporate citizenship development might naturally have to do with a certain degree of isolation. However, this isolation might make the disruption of processes of corporate citizenship development more likely. Based on these findings, consequences for organizational functioning and society are highlighted, and implications for research, theory, and practice are discussed. The argument is made that the fields of corporate citizenship and organization development need to focus more deeply on corporate citizenship development. When doing so, these fields can contribute positively to organizational functioning and corporate citizenship outcomes, and can better serve the needs of the stakeholders involved in corporate citizenship development.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2012", "series": "", "seriesNumber": "", "numPages": "295", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1027141239?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1027141239", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3513378", "tags": [ { "tag": "0514:School administration" }, { "tag": "0516:Adult education" }, { "tag": "0703:Organizational behavior" }, { "tag": "Adult education" }, { "tag": "Corporate citizenship" }, { "tag": "Corporate social responsibility" }, { "tag": "Human resource development" }, { "tag": "Organization development" }, { "tag": "Organizational change" }, { "tag": "Qualitative methods" }, { "tag": "School administration" }, { "tag": "Social sciences" }, { "tag": "Transnational corporations" }, { "tag": "education" }, { "tag": "organizational behavior" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:39Z", "dateModified": "2015-11-12T14:33:13Z" } }, { "key": "2VUR3P88", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/2VUR3P88", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/2VUR3P88", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Straffon", "parsedDate": "2011", "numChildren": 4 }, "data": { "key": "2VUR3P88", "version": 61, "itemType": "thesis", "title": "Factors that Influence Participation of Students in Secondary Science and Mathematics Subjects in IB Schools Outside of the United States and Canada", "creators": [ { "creatorType": "author", "firstName": "Elizabeth", "lastName": "Straffon" } ], "abstractNote": "The purpose of this study was to investigate factors that affect the extent of international secondary students' participation in International Baccalaureate science and mathematics courses. The factors examined were gender, home region, size, percent host culture and age of the program, and coeducational and legal status of the school. Participation in math and science subjects was determined by analyzing the level and number of courses taken by students taking International Baccalaureate exams in 2010. Chi-Square and Cramer's V analysis were used to measure the effect of categorical variables on student participation and One-Way ANOVA and Bonferroni comparison of means were used to analyze the quantitative variables. All categorical variables were statistically significant (p<.01). Home region was the most important factor affecting participation in both math and science. Students from East, Southeast and South-Central Asia; and Eastern Europe have greater participation in math. The highest science participation came from students in East, Southern and Western Africa; and Southeast Asia. Top participators in science came from Australia/New Zealand, Northern Europe, East Africa and South-Central and Western Asia. State schools showed higher math and science participation. Science and math participation was also greater in all-male schools though associations were weak. Boys participated more than girls, especially in math. All quantitative variables were statistically significant. The program size had the largest effect size for both math and science with larger programs showing more participation at the higher level. A decreasing trend for age of the program and percent host culture was found for math participation. Three years of participation data were collected from an international school in Western Europe (n = 194). Variables included the influence of parent occupation, math preparedness (PSAT-Math), student achievement (GPA), and the importance of significant others in career and academic decisions. Findings indicate that performance on the PSAT- Math was the most important predictor of both science and mathematics participation. Twenty students were also interviewed. Results showed the importance of several key factors. These include the role of parents in student academic and career decisions, the importance of personal interest, and the contribution of early decisions in confidence-building.", "thesisType": "D.Ed.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2011", "series": "", "seriesNumber": "", "numPages": "177", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/921659284?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "921659284", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3494675", "tags": [ { "tag": "0280:Mathematics education" }, { "tag": "0449:Educational leadership" }, { "tag": "0458:Education Policy" }, { "tag": "0714:Science education" }, { "tag": "Education Policy" }, { "tag": "Educational leadership" }, { "tag": "International Baccalaureate program" }, { "tag": "International baccalaureate schools" }, { "tag": "International education" }, { "tag": "Mathematics courses" }, { "tag": "Mathematics education" }, { "tag": "Science and math participation" }, { "tag": "Science course participation" }, { "tag": "Science education" }, { "tag": "Secondary education" }, { "tag": "Stem" }, { "tag": "Student participation" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:58Z", "dateModified": "2015-11-12T14:33:09Z" } }, { "key": "GNJCC6W6", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/GNJCC6W6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/GNJCC6W6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Stuart", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "GNJCC6W6", "version": 61, "itemType": "thesis", "title": "Investigating policy transfer from both sides: Case study of a technical and vocational education and training model in south africa", "creators": [ { "creatorType": "author", "firstName": "Jonathan David", "lastName": "Stuart" } ], "abstractNote": "A manufacturing TVET program, known as M-Powered, was developed in the United States and successfully transferred to twelve sites in South Africa. This process took several years to complete, and the new TDM-Powered Program, aimed at skill development in the tool, die, and mold-making industry has now been running for four years. The research question for this study was: \"What features were important in the successful transfer of M-Powered to TDM-Powered?\" Using a model from the education policy borrowing field, four specific sub-questions were utilized to break the transfer process into distinct phases. The objective of this investigation was to understand and describe the experiences of those on the US and South African sides who worked to make this happen. By incorporating the perspectives of both those from the borrowing and lending countries this case study provides an example of an industry led cross-national initiative to develop manufacturing competency via transfer of a TVET model. This research was conducted as a qualitative case study using a constructionist lens. Methods for data collection have involved the triangulation of document analysis, in-depth semi-structured interviews, and focus groups. The same process of investigation was undertaken in both countries with fifteen participants in total. Findings from this case study paint a specific picture of what was involved in the TVET model's transfer both in terms of a narrative story and from the collective themes of those on each side. An analysis of these findings allowed for comparisons to be drawn between those themes from the data and in light of the literature. Though not meant to be an evaluation of the process or programs in either country, it is hoped that this record is instructive. The specific implications of this study are focused around these areas: (A) the ways in which the fields of HRD, TVET, and education policy borrowing interact with and inform one another; (B) the impact of an industry led initiative to solve a national skills crisis by looking abroad; (C) incorporation of the perspectives of lenders and borrows leading to a more holistic view of educational program transfer.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "253", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1469008661?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1469008661", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3603273", "tags": [ { "tag": "0344:Social research" }, { "tag": "0449:Educational leadership" }, { "tag": "0747:Vocational education" }, { "tag": "COMPARATIVE education" }, { "tag": "Education policy borrowing" }, { "tag": "Educational leadership" }, { "tag": "Human resource development (hrd)" }, { "tag": "Manufacturing" }, { "tag": "Social research" }, { "tag": "Social sciences" }, { "tag": "South africa" }, { "tag": "Technical and vocational education and training (tvet)" }, { "tag": "VOCATIONAL education" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:32:41Z", "dateModified": "2015-11-12T14:33:06Z" } }, { "key": "HPE6I67Q", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/HPE6I67Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/HPE6I67Q", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Subialka Nowariak", "parsedDate": "2014", "numChildren": 4 }, "data": { "key": "HPE6I67Q", "version": 61, "itemType": "thesis", "title": "Practical training in evaluation: how students learn by doing", "creators": [ { "creatorType": "author", "firstName": "Emily", "lastName": "Subialka Nowariak" } ], "abstractNote": "This paper presents findings from a qualitative study of ten students who engaged in experiential learning of evaluation. A grounded theory approach was used to understand what and how students learn about evaluation through these opportunities. This study is important because there is strong support for practical experiences in teaching evaluation and documented success of the strategy in other fields, yet little empirical research on experiential learning specific to evaluation exists (Trevisan, 2004). Findings suggest that students develop technical skills, soft skills, and learn about evaluation context via practical experiences. In addition, practical experiences help students gain confidence and refine their ideas about who they are as evaluators. Peer learning provides an important source of support for students, and mentorship is also important, although a tricky balance exists between providing enough support and providing sufficient room for autonomy.", "thesisType": "M.A.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2014", "series": "", "seriesNumber": "", "numPages": "102", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1535296234?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1535296234", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1555864", "tags": [ { "tag": "0344:Social research" }, { "tag": "Evaluation" }, { "tag": "Experiential learning" }, { "tag": "Grounded theory" }, { "tag": "Practical experience" }, { "tag": "Practicum" }, { "tag": "Social research" }, { "tag": "Social sciences" }, { "tag": "Teaching evaluation" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:19:05Z", "dateModified": "2015-11-12T14:33:02Z" } }, { "key": "KAH7M7IJ", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/KAH7M7IJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/KAH7M7IJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Taylor", "parsedDate": "2012", "numChildren": 4 }, "data": { "key": "KAH7M7IJ", "version": 61, "itemType": "thesis", "title": "Workplace Bullying in Higher Education: Faculty Experiences and Responses", "creators": [ { "creatorType": "author", "firstName": "Susan K.", "lastName": "Taylor" } ], "abstractNote": "This study examines workplace bullying in a university setting. Specifically it examines how faculty members' tenure status is related to having been targets and witnesses of bullying at work and their responses to dissatisfaction at work. The research literature reveals a correlation between being a target of workplace bullying and the target's intent to leave. This study examines whether tenure status is associated with such a response, as well as other potential responses to workplace dissatisfaction. Analyses include exploration of target and witnessing rates by tenure status, analyses of significant differences in the degree to which faculty members are targeted, and prediction of response behaviors based on the experience of having been bullied and tenure status. The study similarly explores other demographic variables. Results indicate that tenure status does not significantly affect the rate of having been bullied or witnessing bullying, in terms of the percentage of each tenure status group that is affected. Tenure status is significantly associated with the number and frequency of bullying behaviors experienced by faculty members. Tenured and non-tenure-track faculty members are targeted with a significantly greater number of bullying behaviors than tenure-track faculty. Results indicate that tenure status is significantly associated with the likelihood a faculty member will exhibit certain responses to workplace dissatisfaction. Bullied faculty members with tenure are significantly less likely to leave the organization than the bullied tenure-track or non-tenure-track faculty.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2012", "series": "", "seriesNumber": "", "numPages": "152", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1013441391?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1013441391", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3505900", "tags": [ { "tag": "0446:Higher Education Administration" }, { "tag": "0458:Education Policy" }, { "tag": "0745:Higher education" }, { "tag": "Bullying" }, { "tag": "Education Policy" }, { "tag": "Faculty bullying" }, { "tag": "Higher Education Administration" }, { "tag": "Responses to bullying" }, { "tag": "Tenure" }, { "tag": "Workplace bullying" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:29Z", "dateModified": "2015-11-12T14:32:58Z" } }, { "key": "U5DZ2Q3W", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/U5DZ2Q3W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/U5DZ2Q3W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Terry", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "U5DZ2Q3W", "version": 61, "itemType": "thesis", "title": "The impact of physical activities in a short-term study abroad program: A case study of Dive Belize", "creators": [ { "creatorType": "author", "firstName": "Kathryn Anne", "lastName": "Terry" } ], "abstractNote": "The purpose of this case study research is to investigate the impact of physical activities on student experience on a short-term study abroad program. While there is plentiful research on the benefits and student experience of study abroad (both long and short-term), there is limited research focusing on the impact of physical activity as an integral component of a study abroad program. In order to observe and investigate the impact of physical activity in a short-term study abroad program, I accompanied a two-week study abroad program to Belize in January 2013 with undergraduate and graduate students from the University of Minnesota - Twin Cities. Along with participant observations, in-depth interviews with participants were also conducted to assess the impact that the physical components of the program had on the students. I found that the physical activities in the program impacted the students connection to the course content, forced the students to overcome obstacles and face fears, made the students seek out other similar study abroad programs for the future, and proved to be the favorite feature of the program. However, I found that the physical activities of the program had little impact on the student's connection and learning of the local culture, and were not reported to be the most meaningful components of the program. Data collected from this study can contribute to the literature on the diverse field of study abroad, and possibly influence future programming of short-term study abroad.", "thesisType": "M.A.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "52", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1442894805?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1442894805", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1545407", "tags": [ { "tag": "0523:Physical education" }, { "tag": "0575:Kinesiology" }, { "tag": "Belize" }, { "tag": "Health and environmental sciences" }, { "tag": "Kinesiology" }, { "tag": "Physical activity" }, { "tag": "Physical education" }, { "tag": "Short-term" }, { "tag": "education" }, { "tag": "study abroad" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:24:44Z", "dateModified": "2015-11-12T14:32:55Z" } }, { "key": "439CVK8X", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/439CVK8X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/439CVK8X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Thomas", "parsedDate": "2012", "numChildren": 4 }, "data": { "key": "439CVK8X", "version": 61, "itemType": "thesis", "title": "New Federalism and State Leadership: The Changing Role of State Education Agencies (SEAs) as Quality Assurance Bureaus", "creators": [ { "creatorType": "author", "firstName": "Emanda Jacqueline Marie", "lastName": "Thomas" } ], "abstractNote": "With the increase in federal accountability policy since the turn of the century, the role of states in education has grown to promote full implementation of federal education policies and goals. This trend in the federal and state role has continued to grow since the 1965 Elementary and Secondary Education Act (ESEA). This study explores the role and impact of SEA staff, who serve as administrators and policy actors, on state policy and program initiatives that support improved quality education and student achievement. Using a grounded theory approach to conduct and analyze 27 interviews with SEA staff from 10 states, I examined the evolving role of SEAs in school reform. Policies, implementation efforts, and challenges faced by SEA staff were similar across the states. Respondents most often identified their role as administrators with limited involvement in policy development. SEAs are focusing less on compliance and more on oversight and support. They identify their work to be more service-oriented for school improvement than in the past, with an emphasis on building school and district capacity through targeted programs and direct support. SEAs are working with fewer assets, forcing them to focus their limited resources and develop partnerships in order to provide support to schools most in need. Despite their efforts to support school improvement in the states, SEA staff find it difficult to measure the impact of their work. Data for this analysis was collected in 2008.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2012", "series": "", "seriesNumber": "", "numPages": "193", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/926962769?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "926962769", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3498581", "tags": [ { "tag": "0514:School administration" }, { "tag": "0617:Public administration" }, { "tag": "Accountability" }, { "tag": "Administration" }, { "tag": "Education Policy" }, { "tag": "Educational leadership" }, { "tag": "Elementary education" }, { "tag": "New Federalism" }, { "tag": "Policy" }, { "tag": "Public administration" }, { "tag": "Quality assurance" }, { "tag": "Quality of education" }, { "tag": "SEA" }, { "tag": "School administration" }, { "tag": "Secondary education" }, { "tag": "Social sciences" }, { "tag": "State Department of Education" }, { "tag": "State education agencies" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:53Z", "dateModified": "2015-11-12T14:32:51Z" } }, { "key": "D9PEK34N", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/D9PEK34N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/D9PEK34N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Thomas", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "D9PEK34N", "version": 61, "itemType": "thesis", "title": "Building 'capacity' for education research among scholars of the global South: Learning from the case of an international research collaboration in Tanzania", "creators": [ { "creatorType": "author", "firstName": "Matthew Aaron Martin", "lastName": "Thomas" } ], "abstractNote": "This dissertation examines the process of engaging in transnational knowledge production vis-à-vis a case study of one research collaboration between scholars based in Tanzania and the United States. The Teaching in Action Research Project involved nine faculty based in Tanzania in an applied, multi-sited team ethnography that examined aspects of pedagogical practice in Tanzanian secondary schools. Its broad aim was to build the research capacity of these faculty at Mwenge University College of Education (MWUCE), a higher education institution in Tanzania that has experienced significant growth in recent years. Through this partnership, faculty and graduate students from the United States engaged with the faculty from Tanzania in a collaborative process of piloting and revising research instruments, collecting and analyzing data, and writing and publishing book chapters and journal articles based on this research collaboration. This study uses qualitative methods to explore how these faculty in Tanzania experienced this research collaboration. It examines their experiences with the collaborative research process, including their perceived benefits and challenges of participating. The dissertation also explores the issue of research capacity by investigating how MWUCE as an institution has sought to develop a robust research culture amidst substantial institutional expansion reflective of the broader higher education sector across much of sub-Saharan Africa. The findings suggest that faculty and institutions may face significant challenges to conducting and disseminating research, but that research capacity building initiatives, though not perfect, can serve as a means to involve faculty from Tanzania in scholarly activities that make meaningful contributions to extant research and also increase their capacity to conduct research.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "285", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1448555746?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1448555746", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3596365", "tags": [ { "tag": "0344:Social research" }, { "tag": "0530:Teacher education" }, { "tag": "0745:Higher education" }, { "tag": "Capacity building" }, { "tag": "Faculty research" }, { "tag": "International development" }, { "tag": "Knowledge production" }, { "tag": "Research collaboration" }, { "tag": "Social research" }, { "tag": "Social sciences" }, { "tag": "Tanzania" }, { "tag": "Teacher education" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:04Z", "dateModified": "2015-11-12T14:32:48Z" } }, { "key": "HJ2EV8W7", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/HJ2EV8W7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/HJ2EV8W7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Thompson", "parsedDate": "2014", "numChildren": 4 }, "data": { "key": "HJ2EV8W7", "version": 61, "itemType": "thesis", "title": "Higher Education: Power and Influence of Academic Administrative Staff Members", "creators": [ { "creatorType": "author", "firstName": "Denise R.", "lastName": "Thompson" } ], "abstractNote": "This study examines the role of informal power sources available to administrative staff in university academic departments. The research question that drives the analysis is, \"In what ways do administrative staff members utilize informal power to influence departmental decision-making?\" Data were collected through interviews with chairs, Directors of Graduate Studies, faculty, and administrative staff at a public research university, utilizing a structured interview guide. Results indicate that staff members in the four departments studied possess and use formal and informal power sources. The formal bases of power studied are formal power and legal prerogative power. The major sources of staff informal power described by the interview participants are productive power (notably, political alliances), information power, and resource power. The study suggests that administrative staff members have access to informal power and those with the skill and willingness to use that power can impact departmental decisions.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2014", "series": "", "seriesNumber": "", "numPages": "174", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1564215305?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1564215305", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3628030", "tags": [ { "tag": "0449:Educational leadership" }, { "tag": "0514:School administration" }, { "tag": "0745:Higher education" }, { "tag": "Bases" }, { "tag": "Decision-making" }, { "tag": "Educational leadership" }, { "tag": "Higher" }, { "tag": "Information" }, { "tag": "Power" }, { "tag": "School administration" }, { "tag": "education" }, { "tag": "higher education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:19:05Z", "dateModified": "2015-11-12T14:32:45Z" } }, { "key": "AGTRGH2E", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/AGTRGH2E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/AGTRGH2E", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Tornberg", "parsedDate": "2014", "numChildren": 4 }, "data": { "key": "AGTRGH2E", "version": 61, "itemType": "thesis", "title": "The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships", "creators": [ { "creatorType": "author", "firstName": "Robert E.", "lastName": "Tornberg" } ], "abstractNote": "This study is rooted in several interests of the researcher: 1) Literature focusing on the importance of teacher identity development for pre-service and in-service teachers; 2) Several crises in the Jewish community including the high rates of assimilation and the shortage of teachers for Jewish day schools; and 3) The belief of Jewish communal leaders that Jewish education and Jewish educators hold one of the keys to addressing these issues. The purpose of this case study is to examine the extent to which teachers in Jewish day schools self-identify as teachers, as Jews, and as Jewish teachers/educators; to what they attribute the development of their various identities; how the identities interact; and how such identifications shape their beliefs about teaching and learning. The \"case\" that was studied was graduates of the DeLeT (Day School Leadership through Teaching) Program at Hebrew Union College-Jewish Institute of Religion (Los Angeles) and Brandeis University (Waltham, MA), a teacher preparation program specifically for teachers in Jewish day schools. Through studying this case, the researcher believes that the prior findings of others on teacher identity was expanded and extended. Furthermore, he holds that an understanding of several additional identities--Jewish identity, Jewish teacher identity, and Jewish educator identity--relevant to Jewish education and Jewish educators is helpful to Jewish community professional and lay leadership as they struggle with the crises alluded to previously. Many findings emerged from this research. Aside from the interview data providing an in-depth understanding of teacher identity, Jewish identity, and Jewish teacher/educator identity, issues such as the impact on identity of Israel experiences and the influence of the teacher's role in her or his school surfaced. Additionally, the data led to the learning that various forms of identity development can be affected in a teacher preparation program. One of the significant overall \"learnings\", however, was that, in thinking about the identity of teachers, it is not sufficient to look only at \"teacher identity\". Teacher educators and those responsible for in-service teacher development must also take into account, for example, the teacher's religious, national, and cultural identities. It is clear from this study that these parts of a person's identity impact her or his teacher identity and vice-versa and the boundaries between these \"identities\" are porous, ambiguous, and mutable. Teacher identity simply does not exist in a vacuum. This reality becomes even more vital when the teacher is working in a religious context or in a school with a particular mission (e.g. social action). These mission-driven schools are highly invested in values as well as content and the \"person\" of the teacher as an authentic role model becomes critically important. In addition to exploring the many layers of identity that affect teachers in general, and Jewish educators in particular, the researcher also proposes a formal definition of the term \"Jewish educator\". This term, used regularly in scholarly and practitioner literature is not defined and its meaning is not clearly understood by those who use it. Therefore, this definition has been developed based on the interviews conducted (more than 80% of which were with people who consider themselves to be Jewish educators) and the experience of the researcher. Its purpose is to put the conversation about this term \"on the table\" for discussion and refinement.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2014", "series": "", "seriesNumber": "", "numPages": "275", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1614195604?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1614195604", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3635226", "tags": [ { "tag": "0514:School administration" }, { "tag": "0527:Religious education" }, { "tag": "0530:Teacher education" }, { "tag": "Jewish education" }, { "tag": "Jewish identity" }, { "tag": "Jewish teacher identity" }, { "tag": "Religious education" }, { "tag": "School administration" }, { "tag": "Teacher education" }, { "tag": "Teacher identity" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:19:05Z", "dateModified": "2015-11-12T14:32:41Z" } }, { "key": "GPI6AGJ5", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/GPI6AGJ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/GPI6AGJ5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Tseng", "parsedDate": "2010", "numChildren": 4 }, "data": { "key": "GPI6AGJ5", "version": 61, "itemType": "thesis", "title": "The effects of learning organization practices on organizational commitment and effectiveness for small and medium-sized enterprises in Taiwan", "creators": [ { "creatorType": "author", "firstName": "Chien-Chi", "lastName": "Tseng" } ], "abstractNote": "This study explored the effects of learning organization practices on organizational commitment and effectiveness in Taiwanese small and medium-sized enterprises (SMEs). The research question is, \"What are the effects of learning organization practices on organizational commitment and organizational effectiveness for SMEs in Taiwan?\" A framework for three hypotheses were explored: (1) Learning organization practices have a positive effect on perceived organizational commitment; (2) Learning organization practices have a positive effect on perceived organizational effectiveness; and (3) Organizational commitment has a positive relationship with organizational effectiveness. The study used a quantitative research design. Three measurements were used to form an integrated 58 item instrument. It includes: (1) The Dimensions of Learning Organization Questionnaire (Marsick & Watkins, 1999, 2003), 21 items; (2) Organizational Commitment Questionnaire (Mowday, Steers, & Porter, 1979), 9 items; and (3) Survey of Organizations (Taylor & Bower, 1972), 20 items. In addition, demographic information, 8 items, comprised a fourth section in the questionnaire. The instrument was back-translated from English to Chinese. The validity of the three components of the instrument was examined by factor analysis, and the relationships were tested by correlation and structural equation modeling (SEM). In addition, descriptive analysis was used for the demographic information, items, dimensions, and instrument's characteristics. The research used a self-administered computer-based Internet survey to collect the research data. The data were collected from a sample of 300 SMEs including 152 outstanding awarded SMEs (AOSMEs) and 148 incubating start-up SMEs (ISSMEs) in Taiwan. IRB approval was sought. Permission from the publishers to use the instrument was obtained. The results suggested that learning organization practices can be viewed as an important antecedent factor for organizational commitment, as well as an antecedent factor for organizational effectiveness. It has a moderately positive association with organizational effectiveness and a strongly positive relation with organizational commitment. Furthermore, the relationship between organizational commitment and organizational effectiveness is reciprocal but not equal. Organizational commitment has a moderately positive impact on organizational effectiveness; however, organizational effectiveness has a weak positive influence on organizational commitment. The findings not only provided a new direction for organizational research on key variables, but also generated an important implication for organizational practice: Strengthening learning organization practices is a wise way to create organizational effectiveness; strong learning organization practices are good to develop the organizational commitment; and the well developed organizational commitment is an advantage to foster organizational effectiveness.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2010", "series": "", "seriesNumber": "", "numPages": "178", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/635498210?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "635498210", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3411883", "tags": [ { "tag": "0429:Entrepreneurship" }, { "tag": "0454:Management" }, { "tag": "0635:Organization Theory" }, { "tag": "0688:Business education" }, { "tag": "Business education" }, { "tag": "ENTREPRENEURSHIP" }, { "tag": "Learning organization practices" }, { "tag": "Management" }, { "tag": "Organizational commitment" }, { "tag": "Organizational effectiveness" }, { "tag": "Organizational learning" }, { "tag": "Small & medium sized enterprises-SME" }, { "tag": "Small and medium-sized enterprises" }, { "tag": "Social sciences" }, { "tag": "Studies" }, { "tag": "Taiwan" }, { "tag": "education" }, { "tag": "organization theory" }, { "tag": "organizational behavior" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:33:22Z", "dateModified": "2015-11-12T14:32:37Z" } }, { "key": "Q78QU2TA", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/Q78QU2TA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/Q78QU2TA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Tyler", "parsedDate": "2012", "numChildren": 4 }, "data": { "key": "Q78QU2TA", "version": 61, "itemType": "thesis", "title": "Special Educators and Attrition: The Relationship between Workplace Decision-Making and Job Satisfaction", "creators": [ { "creatorType": "author", "firstName": "Teresa Ann", "lastName": "Tyler" } ], "abstractNote": "This exploratory, quantitative study investigated the relationship between special educators' perceptions of workplace decision-making and two types of satisfaction, overall job satisfaction and satisfaction with school/organization decision-making. To address this purpose, literature-based contributors to job satisfaction were identified and included in a survey about decision-making and job satisfaction. The survey was sent to a proportional random sample of 1,600 special educators in eight states. Participant responses were analyzed in several general linear regression models to explore the relationship between workplace decision-making and the two satisfaction types, with several other literature-identified variables entered in the models as controls. Study findings suggested that a moderately strong positive relationship between special educators' decision-making level and both satisfaction types existed when other variables were controlled. This finding implies that when special educators' workplace decision-making autonomy increases, job satisfaction also increases, on average. Because job satisfaction is a strong research-based contributor to special educator retention, the implication is that the persistent education problem of attrition can be addressed, in part, through changes in school/teacher decision-making practices.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2012", "series": "", "seriesNumber": "", "numPages": "338", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1027763569?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1027763569", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3513600", "tags": [ { "tag": "0449:Educational leadership" }, { "tag": "0514:School administration" }, { "tag": "0529:Special education" }, { "tag": "0624:Occupational psychology" }, { "tag": "Attrition" }, { "tag": "Decision-making" }, { "tag": "Educational leadership" }, { "tag": "Job satisfaction" }, { "tag": "Occupational psychology" }, { "tag": "Psychology" }, { "tag": "Retention" }, { "tag": "School administration" }, { "tag": "Special education" }, { "tag": "Special education teachers" }, { "tag": "Special educators" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:49Z", "dateModified": "2015-11-12T14:32:34Z" } }, { "key": "JRJ45R8T", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/JRJ45R8T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/JRJ45R8T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Tynaliev", "parsedDate": "2009", "numChildren": 4 }, "data": { "key": "JRJ45R8T", "version": 61, "itemType": "thesis", "title": "Labor migration from post -Soviet Kyrgyzstan to Russia and its developmental impact in the context of National Human Resource Development", "creators": [ { "creatorType": "author", "firstName": "Urmatbek Melisovich", "lastName": "Tynaliev" } ], "abstractNote": "The purpose of this research was to investigate the developmental impact of labor migration in post-Soviet Kyrgyzstan in the context of National Human Resource Development (NHRD). This was accomplished through investigating the experiences of current migrant workers in Russia and returnees in Kyrgyzstan. The research question was, What is the developmental impact of labor migration in post-Soviet Kyrgyzstan in the context of NHRD? Informing questions were: What are the experiences of current Kyrgyz migrant workers and returnees? What are benefits and challenges of Kyrgyz labor migration? Several theoretical propositions, ranging from personal experiences of migrant workers to their remittances and new skills acquired in migration, were identified before the data collection. These propositions were developed based on theories of migration and an NHRD framework. A case study design with qualitative data was used in this research. Interview analyses of 14 current migrant workers in Russia revealed the following categories: reasons to migrate; challenges and benefits of migration; acquisition of new skills and maintaining existing ones; Russian citizenship and its advantages and disadvantages; the use of remittances; migrants' plans on returning to Kyrgyzstan; and role of the government in the labor migration process. The following categories emerged from interview analyses of 14 returnees back in Kyrgyzstan: reasons to return; benefits of migration experience; employment or self-employment; remittances as investment; reverse culture shock or post migration difficulties; plans on going back to Russia; and government's assistance for returnees' business activities. These interview findings were matched with the propositions through the analytic induction method. All of these propositions were confirmed, except for two, which were only partially confirmed. Thus, based on the research findings, it was concluded that labor migration has developmental impact that falls under the NHRD framework. This is especially prominent in regard to remittances and new skills that migrant workers brought back to Kyrgyzstan. Some theoretical issues concerning human capital theory in the context of unemployment and labor migration were found.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2009", "series": "", "seriesNumber": "", "numPages": "179", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/219949926?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "219949926", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3358653", "tags": [ { "tag": "0510:Economics" }, { "tag": "0516:Adult education" }, { "tag": "Adult education" }, { "tag": "Development" }, { "tag": "Economics" }, { "tag": "Experience" }, { "tag": "Human resource development" }, { "tag": "Kyrgyzstan" }, { "tag": "Labor" }, { "tag": "Migration" }, { "tag": "Post-Soviet" }, { "tag": "Remittances" }, { "tag": "Return" }, { "tag": "Russia" }, { "tag": "Social sciences" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:33:32Z", "dateModified": "2015-11-12T14:32:29Z" } }, { "key": "M9TG5TU8", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/M9TG5TU8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/M9TG5TU8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Vandover", "parsedDate": "2013", "numChildren": 4 }, "data": { "key": "M9TG5TU8", "version": 61, "itemType": "thesis", "title": "Organizational Decision Making Related to Instructional Technology at Small Liberal Arts Colleges and Universities", "creators": [ { "creatorType": "author", "firstName": "William Frederick", "lastName": "Vandover" } ], "abstractNote": "This study examines the factors that influence the creation, purchase, and selection of free instructional technology. Specifically, this study uses the RIPPLES Model to examine the perceptions and reflections of instructional technology directors and staff members with regard to the Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support available to instructional technology creation, purchasing, selection, and implementation at their institutions. Thirteen participants at seven small, residential liberal arts colleges and universities in the United States were located using peer nomination technique. The higher education instructional technology community was asked to nominate instructional technology staff members at institutions that were exemplars of building home grown instructional technology tools, purchasing instructional technology tools, implementing open source instructional technology tools, or utilizing free web-based instructional technology tools. The findings are based on interviews of approximately one hour with each of the thirteen participants. An interview protocol based on a previous interview protocol developed by Dr. Daniel Surry, the creator of the RIPPLES Model, was utilized. Creswell's three-step data analysis process was utilized to find categories of responses related to decision-making regarding instructional technology from the perspective of instructional technology directors and staff members are discussed. The Resources, People, Policies, and Evaluation dimensions of the RIPPLES Model provided the most salient findings about organizational decision making regarding instructional technology. The findings of the study provide small, residential liberal arts institutions with very useful comparison cases as they are considering the types of instructional technologies to explore and implement. The study also provides valuable information about how instructional technology staff groups are structured and the effects of staffing models on interactions with faculty members.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2013", "series": "", "seriesNumber": "", "numPages": "306", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1429799159?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1429799159", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3589207", "tags": [ { "tag": "0446:Higher Education Administration" }, { "tag": "0703:Organizational behavior" }, { "tag": "0710:Educational technology" }, { "tag": "0745:Higher education" }, { "tag": "Educational technology" }, { "tag": "Higher Education Administration" }, { "tag": "Innovation" }, { "tag": "Instructional technology" }, { "tag": "Liberal arts" }, { "tag": "Open source" }, { "tag": "Organizational decision-making" }, { "tag": "Social sciences" }, { "tag": "education" }, { "tag": "higher education" }, { "tag": "organizational behavior" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:25:18Z", "dateModified": "2015-11-12T14:32:26Z" } }, { "key": "8JQJGIQS", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/8JQJGIQS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/8JQJGIQS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Vecchio-Smith", "parsedDate": "2015", "numChildren": 4 }, "data": { "key": "8JQJGIQS", "version": 61, "itemType": "thesis", "title": "Dueling Discourses: An Examination of Administrator, Teacher, and Parent Talk about English Language Learners", "creators": [ { "creatorType": "author", "firstName": "Margaret Joanna", "lastName": "Vecchio-Smith" } ], "abstractNote": "The purpose of this critical theory study is to examine the perceptions of English language learners and their families at \"Patna Elementary\" through the talk of native English speakers and native speakers of other languages. Emergent themes for native English speakers are organized by level of equity awareness, and emergent themes for native speakers of other languages include the impact of cultural capital. This study uses critical discourse analysis (CDA) to examine the discoursal patterns of native English speakers. The study found, among other things, that educators who were highly focused on equity were aware of the diversity of lived experiences of EL families, were metacognitive about equity, and used significance-building techniques to describe their work; educators who were highly focused on equity increased the level of equity at Patna Elementary.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2015", "series": "", "seriesNumber": "", "numPages": "222", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1672742590?accountid=14586", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1672742590", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3688066", "tags": [ { "tag": "0441:English as a Second Language" }, { "tag": "0449:Educational leadership" }, { "tag": "0514:School administration" }, { "tag": "Critical discourse analysis" }, { "tag": "Critical geography" }, { "tag": "Educational leadership" }, { "tag": "Emergent multilinguals" }, { "tag": "English as a Second Language" }, { "tag": "English learners" }, { "tag": "Equity" }, { "tag": "School administration" }, { "tag": "Super diversity" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:19:05Z", "dateModified": "2015-11-12T14:32:23Z" } }, { "key": "WK3AR4IG", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/WK3AR4IG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/WK3AR4IG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Amenumey", "parsedDate": "2015", "numChildren": 4 }, "data": { "key": "WK3AR4IG", "version": 61, "itemType": "thesis", "title": "Variables that Impact Environmental Sustainability Behaviors of Employees in the Textile Manufacturing Industry in Ghana", "creators": [ { "creatorType": "author", "firstName": "Felix Kudjo", "lastName": "Amenumey" } ], "abstractNote": "The call for environmental sustainability has resonated among nations and Organizational leaders throughout the world (Hargreave & Fink, 2006; National Academies of the G8+5, 2009; Oppel, 2007). While many organizations have acknowledged the call for environmental sustainability behaviors (ESB), there is scant information about these behaviors as exhibited by employees in organizations (Dyllick & Hockerts, 2002; Ofori & Hinson, 2007; Ones & Dilchert, 2012). Thus, employee behaviors at the organizational level represent a unique research opportunity within the field of Human Resource Development (HRD). The purpose of this study was to gain an understanding of variables that impact ESB of employees in the textile manufacturing industry in Ghana. This study explored environmental values, environmental knowledge of employees, and demographic variables (i.e., gender, age, level of educational, managerial level) as possible factors that could impact ESB of employees. This study used descriptive, causal-comparative, and correlational research methods to examine the relationship between independent variables distinguished as employees' environmental values, environmental knowledge, demographics, and the dependent variable identified as ESB (Gall, Gall, & Borg, 2007). The sample size was made up of 480 employees from Ghanaian textile companies. Data were collected through the use of paper and pencil based questionnaires. A series of hierarchical multiple regression analyses were used to determine the contribution of each variable in ESB. In general, the results of this study indicated statistically significant relationships among biospheric values (a sub-construct of environmental values), environmental knowledge, and ESB. The independent variables in this study accounted for 37% of the variance in ESB. Environmental values accounted for 18% of the variance in ESB. Environmental knowledge explained 8% of the variance in ESB, and demographic variables contributed 11% of the variance in ESB.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2015", "series": "", "seriesNumber": "", "numPages": "147", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://conservancy.umn.edu/handle/11299/174881", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "1728732040", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3727747", "tags": [ { "tag": "0442:Environmental education" }, { "tag": "0640:Sustainability" }, { "tag": "0703:Organizational behavior" }, { "tag": "Environmental knowledge" }, { "tag": "Environmental sustainability behaviors" }, { "tag": "Environmental values" }, { "tag": "Social sciences" }, { "tag": "Sustainability" }, { "tag": "education" }, { "tag": "environmental education" }, { "tag": "organizational behavior" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:19:05Z", "dateModified": "2015-11-12T14:32:17Z" } }, { "key": "7NATUSSE", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/7NATUSSE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/7NATUSSE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Albrecht", "parsedDate": "2011", "numChildren": 5 }, "data": { "key": "7NATUSSE", "version": 61, "itemType": "thesis", "title": "An analysis of Gateway Technical College instructors' opinions on secondary and postsecondary program alignment", "creators": [ { "creatorType": "author", "firstName": "Bryan D.", "lastName": "Albrecht" } ], "abstractNote": "The purpose of this study was to determine what opinions Gateway Technical College instructors had toward secondary and postsecondary program alignment. Student transition is critical to supporting the mission and vision of Gateway Technical College. The impetus for this study was twofold. First, the quality improvement process established at Gateway Technical College were not alone meeting the need to increase direct enrollment from area high schools; and second, the researcher has extensive professional experience in implementation of tech prep and school-to-career programs and believes alternative approaches to youth transition services are needed for many students. The results of the study showed that Gateway instructors have a strong opinion on the value and need for program alignment between secondary and postsecondary programming but they are not as strong in their support for credit transfer between the systems. It was also evidenced through survey comments and focus group responses that credit should not be the reason for program alignment. Competency development and defined career pathways are highly valued by instructors an measuring students' ability to transition into postsecondary programs and make Gateway a college of first choice.", "thesisType": "D.Ed.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2011", "series": "", "seriesNumber": "", "numPages": "152", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://conservancy.umn.edu/handle/11299/119660", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "917702098", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3490627", "tags": [ { "tag": "0275:Community college education" }, { "tag": "0747:Vocational education" }, { "tag": "Alignment" }, { "tag": "Community college education" }, { "tag": "Educational program alignment" }, { "tag": "Gateway" }, { "tag": "Postsecondary occupational programs" }, { "tag": "Secondary education" }, { "tag": "Teacher attitudes" }, { "tag": "Tech prep" }, { "tag": "Technology education" }, { "tag": "Transfers" }, { "tag": "VOCATIONAL education" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:33:12Z", "dateModified": "2015-11-12T14:32:14Z" } }, { "key": "RIWJUVTI", "version": 61, "library": { "type": "group", "id": 428502, "name": "OLPD-dissertations & thesis", "links": { "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/428502/items/RIWJUVTI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/olpd-dissertations__thesis/items/RIWJUVTI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 237537, "username": "heidiesch", "name": "Heidi Eschenbacher", "links": { "alternate": { "href": "https://www.zotero.org/heidiesch", "type": "text/html" } } }, "creatorSummary": "Adachi", "parsedDate": "2010", "numChildren": 4 }, "data": { "key": "RIWJUVTI", "version": 61, "itemType": "thesis", "title": "Leading with a \"noble mission\": The dynamic leadership of Maechee Sansanee Sthirasuta", "creators": [ { "creatorType": "author", "firstName": "Kaoru", "lastName": "Adachi" } ], "abstractNote": "This case study describes the leadership of Maechee Sansanee Sthirasuta, a dynamic Theravada Buddhist nun and the founder and director of the Sathira Dhammasathan meditation center in Thailand. Her leadership characteristics, impact on her followers and contributions to Thai society were examined. Data was gathered through interviews with Maechee Sansanee, her colleagues and experts, direct and participant observations, and content analysis of documents and media between 2004 and 2009, including a total of six months of fieldwork. Maechee Sansanee's leadership was described through four dimensions: moral leadership, servant leadership, aesthetic leadership, and social entrepreneurship. She exemplifies moral values that are taught by Buddhism and demonstrates moral behaviors as shown to others. She serves the Buddha and the community by following Buddhist teachings and making herself useful to others. She created numerous projects that improved people's lives using her social entrepreneurial spirit and aesthetic development. While maechees generally have less social recognition and fewer resources than monks, they have more freedom from influence by the traditional sangha administration in pursuit of their activities, studies, and meditation. Maechee Sansanee has emerged as an exceptional leader in Thailand and the maechee community by utilizing her leadership and entrepreneurial skills while realistically recognizing constraints and possibilities.", "thesisType": "Ph.D.", "university": "University of Minnesota", "place": "Minneapolis", "date": "2010", "series": "", "seriesNumber": "", "numPages": "189", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://conservancy.umn.edu/handle/11299/95886", "accessDate": "", "ISSN": "", "archive": "Dissertations & Theses @ CIC Institutions; ProQuest Dissertations & Theses A&I", "archiveLocation": "757235570", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "3422516", "tags": [ { "tag": "0318:Religion" }, { "tag": "0449:Educational leadership" }, { "tag": "Buddhism" }, { "tag": "Educational leadership" }, { "tag": "Philosophy, religion and theology" }, { "tag": "Religion" }, { "tag": "Sansanee Sthirasuta, Maechee" }, { "tag": "Thailand" }, { "tag": "Women" }, { "tag": "education" } ], "collections": [], "relations": {}, "dateAdded": "2015-11-12T02:26:39Z", "dateModified": "2015-11-12T14:32:10Z" } } ]