Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

I examined academic advising conducted by faculty members at the University of Cape Coast focusing on their experiences, successes and challenges, available support services, and institutional support. Using a qualitative research design, specifically, a basic interpretive case study; I conducted semi-structured interviews with ten participants. The findings revealed that advising exists at the university; however, it is conducted informally. The university no longer appointed academic advisors because it was believed that the role of an advisor was integral to the makeup of every faculty member's role. Additionally, a majority of the participants believed in the holistic development of students, revealing evidence of strong mentoring practices. Driven by internal gratification, the participants intuitively employed practices consistent with formal advising frameworks including prescriptive, developmental, intrusive, proactive, and appreciative advising. While the culture of chieftaincy and traditional leadership are fundamental to Ghanaian society, the participants embraced a more student-centered and developmental approach. The research indicates there are positive advising approaches to build upon. The findings also help to inform student affairs practice in Ghana as universities adopt a more institutionalized system.

Committee: Peter Mather (Advisor); Dwan Robinson (Committee Member); Laura Harrison (Committee Member); Michael Boakye-Yiadom (Committee Member) Subjects: Academic Guidance Counseling; African Studies; Higher Education

Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

The literature on foster youth reveals that those emancipated continue to face unique hardships while attempting to earn their postsecondary degrees. Persistent calls for targeted support have resulted in the rise of campus-based support services (CSPs). Yet, there is still a lack of information on the program development and implementation of CSPs. A stark observation from research findings on the experiences of foster youth in higher education confirms that the perspectives of the program staff are missing. In addition, most of these studies were conducted by professionals in the social work field. To address this gap, I used a qualitative case study with an appreciative inquiry lens to explore how Ohio postsecondary CSPs support students with foster care experience. The overarching findings revealed that program administrators adopt a community-based and empowering approach, leading to a normalized college experience that fosters a sense of belonging and academic success. By embedding a “journey advocate” philosophy, they seek to create an inclusive agenda that transforms the support framework across federal policies, training programs, and postsecondary institutions, ensuring consistent care and student success.

Committee: Laura Harrison (Committee Chair); Peter Mather (Committee Member); Yegan Pillay (Committee Member); Dwan Robinson (Committee Member) Subjects: Community College Education; Community Colleges; Counseling Education; Curriculum Development; Developmental Psychology; Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Higher Education; Higher Education Administration; Management; Organization Theory; Organizational Behavior; Public Policy; Social Work

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

The impact of oral anxiety (OA) in the context of a second language learning (SLL) environment cannot be overemphasised. Understanding the experiences of teachers from diverse cultural and geographic contexts can help in shedding light on this especially important phenomenon. This researcher seeks to gain a better understanding of teachers' experiences with OA, and their perceptions about effective ways to reduce OA in second language (SL) classrooms. Through a qualitative comparative methodology and case study design, data was gathered utilising semi-structured interview instruments, and teachers' journals. A purposeful sample of participants was obtained from secondary school SL teachers, in Guyana and the US, through a snowball sampling method. Subsequently, the data was analysed first through open coding, then closed coding, and finally, through cross themes analysis. Cross-case analysis was used to examine the data gathered. Implications for SL teaching and culturally responsive teaching may be garnered and promoted through this research. In the context of this dissertation, second language learning and foreign language learning are used interchangeably.

Committee: Lisa Harrison Dr. (Advisor); Danielle Dani Dr. (Advisor); Dwan Robinson Dr. (Committee Member); Emilia Aloñso Dr. (Committee Member) Subjects: Comparative; Education; English As A Second Language; Foreign Language; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2023, Higher Education (Education)

Despite growing efforts to address the challenges international graduate students face while studying at US Institutions of Higher Learning (IHLs), there is a dearth of research on the factors that influence their persistence (Curtis et al., 2013; Jackson et al., 2019; Khoshlessan & Das, 2019; Luo et al., 2019; Mitchell et al., 2017; Okusolubo, 2018; Wang et al., 2018; Zhang, 2016). Part of the problem is that international students are studied as a homogeneous group. Understanding the diversity that exists within the international students population is vital to IHSs to best serve and support them. This study employed Tinto's (1993) theory of persistence and Whitney and Cooperrider's (2011) model of Appreciative Inquiry (AI) to examine the transitional experiences and persistence of African international graduate students at 4-year US research universities. The study utilized a phenomenological research design to understand how participants' experienced transitioning and persistence. The study consisted of 13 African students in their second year of their graduate program. Data was collected through in-depth virtual interviews with the participants. Data analysis involved a combination of interpretative interactions with the transcript and keeping reflection notes throughout the study. Findings revealed that perceived discrimination, lack of cultural diversity, financial constraints, and linguistic challenges negatively affected participants' experience. However, the study also identified that faculty mentorship, motivation and commitment, resilience, peer network, financial support, and spirituality influenced participants' persistence. The findings are consistent with the literature and have implications for university faculty, student affairs professionals, and policymakers to better support the transition and persistence of African international graduate students.

Committee: Laura Harrison (Committee Chair); Lijing Yang (Committee Member); Emmanuel Jean-Francois (Committee Member); Peter Mather (Committee Member) Subjects: Academic Guidance Counseling; African Studies; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; Minority and Ethnic Groups; School Counseling

Doctor of Education , University of Dayton, 2023, Educational Administration

The first year of employment is a critical time that significantly impacts new hire perceptions of the organization and their level of engagement. This experience, commonly referred to using the term “onboarding,” is the complex process of facilitating the new hire's adjustment to the organization and providing them with a clear understanding of their role within it (Karambelkar & Bhattacharya, 2017; Klein et al., 2015). This time also significantly determines whether the new employee will ultimately choose to remain with the organization. The new hires who perform at the highest level and deliver optimal outcomes expect that their organization see them as valued partners, and that genuine interest is taken in who they are as multidimensional people with lives outside work (Caldwell & Peters, 2018). For many organizations, this critical time is squandered, with the focus being on employee assimilation and routine checklists versus understanding the new hires' unique skills and needs. In this participatory action research study, the author used a mixed methods approach and three-stage exploratory design process to co-create a human-centered onboarding process. The goal was to ensure that new hires have the resources and interactions necessary to perceive role clarity, a sense of belonging, and psychological safety. The researcher developed a Taxonomy of Love in Onboarding as the framework to develop both the survey and focus group questions, and to guide the data analysis and subsequent program development. The primary research question asked whether a semi-structured onboarding process can be designed to reciprocally meet the organization's goals while providing new hires with all necessary elements to perceive belonging, contribute to the organization's success, and recognize their safety to challenge norms and express alternate opinions. Compared to traditional onboarding processes, which typically focus on the needs of the organization, this study placed t (open full item for complete abstract)

Committee: Matthew Witenstein (Committee Chair); Karen Dowling (Committee Member); Treavor Bogard (Committee Member) Subjects: Business Administration; Cultural Anthropology; Educational Leadership; Health Care Management; Information Technology; Labor Relations; Management; Multicultural Education; Organization Theory; Organizational Behavior; Public Administration; Social Psychology; Social Research; Systems Design

Doctor of Philosophy (PhD), Ohio University, 2022, Individual Interdisciplinary Program

Currently there are 85 schools that offer a bachelor's degree in Music Therapy and 243 full-time faculty in the United States (American Music Therapy Association, 2022). To be eligible to teach as a full time, undergraduate, music therapy faculty, the American Music Therapy Association (AMTA) requires at least a master's degree and three years of clinical experience. However, education in pedagogical techniques is not currently required. In the broader field of higher education, a vast amount of literature is published about effective teaching methods including student-centered learning and appreciative approaches. Music therapy pedagogues have identified general teaching methods and approaches and instructors may be applying effective teaching approaches. However, there is minimal evidence for specific techniques how these approaches and techniques are being implemented. Therefore, this dissertation is a qualitative case study that investigated effective teaching practices of undergraduate music therapy faculty and how those practices were learned. Literature pertaining to faculty teaching practices and learning these practices in higher education, in addition to appreciative approaches, support the findings from this study. Through data collection from interviews, observations, and artifacts, the findings indicated that effective teaching practices in music therapy were overall student-centered, and that faculty currently teach the way they were taught, through observation and experience. One significant discovery was that all faculty taught within an appreciative framework. Based on the findings, implications are discussed to address the future of music therapy education and clinical training for students as well as how educators are taught.

Committee: Kamile Geist (Committee Chair); Yegan Pillay (Committee Member); Pete Mather (Committee Member); Laura Harrison (Advisor) Subjects: Adult Education; Counseling Education; Education; Educational Evaluation; Higher Education; Music; Pedagogy; Teacher Education; Teaching; Therapy

Doctor of Philosophy (PhD), Ohio University, 2022, Higher Education (Education)

Rural students, especially rural Appalachian students, remain underrepresented in higher education (ARC, n.d.). Enrollment declines continue to exist at a majority of institution types across the country as traditional sources of students continue to dry up. Universities and colleges are rediscovering rural areas in order to try to bridge gaps in enrollment goals (Gettinger, 2019). Increasing the number of college graduates from rural Appalachia can be important to the prosperity of the region and the nation. Research suggests that individuals from rural areas are twice more likely to feel marginalized and powerless than those in suburbs and cities, and lower levels of education in the area correlates to higher levels of alienation (Hunter & Bowman, 2016). As more students from rural Appalachia gain access to higher education, it will be important for universities and colleges to understand what Appalachian assets and institutional factors Appalachian students rely on to successfully navigate college so they can create structures and programs to fully support Appalachian student success. This study utilized Shaun Harper's (2012) anti-deficit achievement framework to study Appalachian student success. This framework is appropriate since like other marginalized groups, Appalachians continue to fall below general society on a number of key performance indicators and are “othered” by mainstream media. The findings of this study show that participants from rural Appalachia relied on the Appalachian assets of familyism, self-reliance, community, independence, hard work, and neighborliness to successfully access and graduate from college. All participants were able to identify interpersonal relationships they formed on campus that were important to their ability to successfully navigate the culture of higher education. A number of institution types in higher education have disinvested in human capital as they have faced budget challenges associated with enrollment (open full item for complete abstract)

Committee: Laura Harrison (Advisor); Andy Szolosi (Committee Member); Dave Nguyen (Committee Member); Pete Mather (Committee Member) Subjects: Education; Educational Theory; Higher Education; Higher Education Administration

Doctor of Philosophy (PhD), Ohio University, 2022, Higher Education (Education)

This dissertation demonstrates the interdisciplinary integration of critical appreciative inquiry (a qualitative planning process focused on inclusion in decision-making) and multi-attribute utility theory (a quantitative evaluation process focused on rationality in decision-making). Principles of positive psychology and decision-making underly the resulting model used in this proposal to evaluate a sample of programmatic initiatives of Ohio University's LGBT Center. Results from this work reveal the usefulness of deriving evaluation criteria from an organization's mission statement and are expected to generalize to other such centers. Implications for diversity leaders in higher education are advanced.

Committee: Krisanna Machtmes (Committee Chair); Pete Mather (Committee Member); Claudia Gonzalez-Vallejo (Committee Member) Subjects: Higher Education Administration; Psychobiology

Master of Fine Arts, The Ohio State University, 2021, Design

The Covid-19 pandemic of 2020 was a transformative event that changed the way many of us work, with many people using online platforms to work remotely, often for the first time. The field of social work was no exception. The problem with this online shift lies in the nature of the social work profession—human connection, empathy, and face-to-face relationships are an integral part of how social workers perform their jobs. This study aimed to explore how social workers adapted to the online environment, what worked well for them, and what could be improved. The research used an approach that was a blend of traditional design, Co-Design, and Appreciative Inquiry to work with faculty, staff, current students, and alumni of The Ohio State University College of Social Work regarding their response to the pandemic. The study consisted of a survey, interviews, and interactive online workshops using Zoom, a videoconferencing platform, and Miro, a collaborative platform and online whiteboard. These activities were then summarized in an interactive presentation that provided an additional opportunity for collaboration with social work stakeholders. The output of this study includes the design of a prototype for a model that can assist social workers who are involved in micro clinical work when working with clients online. There is an associated matrix that includes the types of barriers social workers are likely to encounter when working with clients online, things such as a lack of internet or a chaotic home environment. The matrix also includes a sampling of means to address these barriers—both from real-world examples that were relayed to me by social workers and new ideas that were generated during an online workshop with social work stakeholders. It is my hope that social workers can use both the online treatment model and the barriers matrix as resources to assist with their online interactions, and to continue to develop and evolve both items through their pract (open full item for complete abstract)

Committee: Elizabeth Sanders (Advisor); Peter Chan (Committee Member); Yvette Shen (Committee Member); Ramona Denby-Brinson (Committee Member) Subjects: Design

Doctor of Philosophy, Case Western Reserve University, 2021, Management

Stakeholders in their cities and communities are increasingly concerned with how sustainable development initiatives are reconfiguring social, economic, political, ecological, built system resources towards the development of sustainable cities. Measuring city-level sustainability performance and implementing concrete sustainable development initiatives toward flourishing cities are among the biggest challenges societies face as we move into the first quarter of the twenty-first century. However, many cities, particularly in the U.S., have stagnated and are declining in their progress towards achieving sustainable cities. Reductionist approaches to managing sustainability and promoting change have not been sufficient to reverse the effects of climate change nor increase social well-being metrics within communities. Integrative, whole systems management approaches are emerging as viable options that are expected to be effective in tackling the challenges at the scale of organizational systems, cities, and communities. My empirical motivation is to extend the literature on integrative ecosystem management approaches that seek to transform cities as sustainable ecosystems filled with a flourishing vitality. I employed a mixed methods approach consisting of qualitative and quantitative methods. The three studies in this dissertation provide empirical evidence interpreted through multiple theoretical lenses. The benefit of the mixed methods approach was to examine various aspects and dimensions of sustainable development in cities ecosystems. These studies seek to explain how integrative systems management can serve as a viable and effective method to address the challenges of transitioning cities into sustainable ecosystems. Study 1 examines factors that lead to successful sustainable development implementation in cities based on interview data from sustainability managers. Study 2 covers a scale development study that observes Appreciative Inquiry (AI) platforms as the (open full item for complete abstract)

Committee: Chris Laszlo PhD (Committee Chair); Kalle Lyytinen PhD (Committee Member); Jacqueline Stavros DM (Committee Member); Matthew Cole PhD (Committee Member) Subjects: Management; Organizational Behavior; Sustainability; Systems Design; Urban Planning

Doctor of Education (EdD), Ohio University, 2021, Educational Administration (Education)

The study explores capacity-building programs in The Gambia with the aim to identify leadership approaches, policies, organizational characteristics found potentially effective for the Sustainable Development Goals. Using the Appreciative Inquiry 5D Model, the study focused on what works best for capacity-building in The Gambia, thus building on past studies which exclusively used a deficit approach to examine capacitybuilding. The study supports the United Nations Sustainable Development Goals (SDGs) for 2015-2030 by exploring the underlying factors that could contribute attainment of these goals in The Gambia. The study used a qualitative case study approach focusing on ten leaders of public institutions in The Gambia. The Theory of Action and Dominated Theory (theoretical framework) and the Appreciative Inquiry's 5D Model (analytical framework) were used to guide the methodological design and analysis of study data. Findings revealed The Gambia's public service has the institutional structures, policies, plans, and approaches needed for capacity-building to achieve the Sustainable Development Goals and could share these best practices within The Gambia and among developing countries.

Committee: Emmanuel Jean-Francois DR (Committee Chair); Dwan Robinson DR (Committee Member); Charles Lowery DR (Committee Member); Marsha Lewis DR (Committee Member) Subjects: African Studies; Comparative; Education Policy; Educational Leadership; Public Administration; Sustainability

DNP, Otterbein University, 0, Nursing

In 2015, the Affordable Care Act and Medicaid expansion allowed over 700,000 Ohioans to gain access to healthcare insurance, but having health insurance did not improve access to healthcare providers. In rural populations in Ohio, there are several counties in which less than five healthcare providers are available for the entire county with little or no specialists available for patients. People in rural areas of Ohio may have significant travel time and distance to see a provider which decreases preventative health visits. Telehealth is the next big wave of technology and advancement for healthcare, but most rural populations in Ohio have no definition of telehealth and no experience with telehealth. This article addresses the need for a telehealth survey to determine readiness and provides qualitative results from a telehealth survey in rural Ohio. By identifying readiness to telehealth, real solutions to benefit the rural populations in Ohio can begin. This article concludes with recommendations for successful implementation of telehealth in a rural population in Ohio. This article identifies three themes from the telehealth survey a knowledge gap related to telehealth, infrastructure, and a desire for closer access to healthcare. Telehealth could be another dead-end road to healthcare if people are not educated on the advantages and implementation or if the local infrastructure is not sustainable for a telehealth program. Telehealth could be a successful road to access if people are given the knowledge to engage in their healthcare decisions.

Committee: Kay Ball PhD, RN, CNOR, CMLSO, FAAN (Advisor) Subjects: Health Care; Nursing; Technology

Doctor of Philosophy (PhD), Ohio University, 2019, Higher Education (Education)

The purpose of this study was to examine, through a critical appreciative lens, the actions of and response to undergraduate racial justice activism, as well as to identify the aspects of institutional culture that foster collaboration with undergraduate student racial justice activists. Recent examples of racial justice activism on university campuses have occurred from frequent use of microaggressions and recurring racist incidents from students, faculty, and staff that have created environments that are unwelcoming for underrepresented populations, particularly African American students. Hostile campus climates have encouraged activism among African American college students in their efforts to call attention to race related issues and implore that university administrators actively address and correct racist behaviors. The topic of college and university student activism has been frequently studied, from attitudes of administrators toward activists, to attitudes of activists toward administrators, to the benefits of engaging in activism activities toward student development, to how students make meaning of their activism engagement. What is less frequently studied is how college and university administrators engage in proactive strategies to collaborate with student activists who call for multicultural reform on their campuses. My dissertation research sought to fill this gap in the literature to help student affairs educators shift potentially negative views of protestors and demonstrators and embrace activism as a necessary developmental element of the undergraduate student experience. The goal of my research was to place the experiences of racially marginalized populations at the center of campus racial equity reform work. My dissertation sought to identify what constitutes a critical appreciative approach to undergraduate racial justice activism, as well as the aspects of institutional culture foster collaboration with student racial justi (open full item for complete abstract)

Committee: Laura Harrison (Committee Chair); Gordon Brooks (Committee Member); Peter Mather (Committee Member); Yegan Pillay (Committee Member) Subjects: African Americans; Higher Education; Higher Education Administration

Doctor of Philosophy, Case Western Reserve University, 2018, Organizational Behavior

Social Inclusion is an emerging term, used most prominently by the United Nations to encompass ideas of equity, social, economic and civic participation, and the proactive protection of human rights. Posited as an antidote to the global phenomena of social exclusion, social inclusion is also increasingly understood as a process and outcome, rather than just an outcome. In the United States, one potential vehicle for the process of social inclusion is the development of mixed-income communities. Using a process perspective, this study explores the design and practice of social inclusion in the context of mixed income communities, by conducting a qualitative analysis of the federal Choice Neighborhoods Initiative, which funds mixed-income community development across the United States. Utilizing a combined content analysis and grounded theory analysis of archival grant reports and conducted interviews, this study aims to answer the question: How do mixed-income communities design and practice social inclusion? Within that question, what are the conditions for the practice of social inclusion? How do organizational structures, programs, and processes, enable the individual and collective practice of social inclusion? How is social inclusion designed and practiced at the structural, social, and individual levels? The content analysis focused on 55 Choice Neighborhoods planning grant Transformation Plans and 18 implementation grant narratives. This study also conducted and analyzed through grounded theory an additional 60 semi-structured interviews. The study generated an integrated process theory of social inclusion, through this analysis that identified 545 first order codes, 123 second order codes, and 24 aggregate dimensions. This study also presents the underlying dynamics that enable and limit social inclusion. In addition to this contribution to theory, this study will also contribute toward those working in the mixed-inco (open full item for complete abstract)

Committee: Diana Bilimoria Ph.D. (Advisor); Mark Joseph Ph.D. (Committee Member); David Cooperrider Ph.D. (Committee Member); Ron Fry Ph.D. (Committee Member) Subjects: Organization Theory; Organizational Behavior; Social Psychology; Sociology; Urban Planning

Doctor of Philosophy, Case Western Reserve University, 2018, Management

This dissertation explores and describes the role of meaningful purpose, mission, and future aspiration in effective and sustainable organizing. It examines Purposing-as-a-process: A collective, creative, inclusive and dynamic process that continuously gives life to collective meaning and aspirations. An initial study of twelve organizations led to the conceptualization of Purposing as encompassing five factors: competence development and recognition; autonomy support; relatedness and caring connections; meaning-making; and ability to tolerate uncertainty (CARMA model). The second study examined these five factors of Purposing, showing direct positive effects from each of the factors on innovative behaviors, organizational commitment, and passion for learning in the workplace. The third single-case study put texture to Purposing. Using a prospective theory building and future approach, phenomenological interviews resulted in six propositions and future aspirations that were consensually validated with participants. This is the first study—with empirical data from the real world—that studies and advances the concept not of Purpose, but Purposing. Organizations as living systems always need to be anticipating the future and thinking beyond the possible. Findings move beyond reifying and objectifying purpose as a “thing,” a “tool,” or a static event, and construe that Purposing is a relational experience—one that nurtures collective calling. The central contribution of this dissertation is a series of propositions for Purposing as a vehicle to foster intrinsic motivation that enables self-organizing capacities. Purposing, as a generative factor, has the potential to foster innovative behavior, organizational commitment, and a passion for learning.

Committee: David Cooperrider (Committee Chair); Richard Boland Jr. (Committee Member); Ronald Fry (Committee Member); Kalle Lyytinen (Committee Member); Kim Cameron (Committee Member) Subjects: Entrepreneurship; Management; Organization Theory; Organizational Behavior; Systems Design

Doctor of Philosophy, University of Toledo, 2017, Educational Theory and Social Foundations

The focus of this dissertation is on the work processes and activities that social justice leaders engage in while creating, managing, and leading social justice organizations. I argue that it is possible to create an overarching process of work processes and activities from the successful experiences of social justice leaders that have created, managed, and led successful social change organizations. This overarching process provides current and future leaders, particularly those leaders new to creating SCOs, a road map for the work processes and activities required to be successful.

Committee: Lynne Hamer (Committee Chair); Cynthia Beekley (Committee Member); Mary Ellen Edwards (Committee Member); Dale Snauwaert (Committee Member) Subjects: Education; Educational Leadership; Educational Sociology

Doctor of Philosophy, Case Western Reserve University, 2017, Organizational Behavior

This dissertation is composed of three sequential and complementary studies, and focuses on extending theory in the field of positive organization development (POD)—an approach to organizational change that uses the power of positivity and appreciation to enable flourishing states in organizations. The guiding theme of the research project is the study of appreciative organizing (AO), which I define as a dynamic state of reflection and action that configures flexible—yet stable—patterns of interaction that enable the emergence of a life-enhancing collective functioning. I explore this phenomenon by conducting a team development intervention in ten construction projects teams—five of them implementing a traditional diagnostic approach (control group), and five of them implementing an appreciative process of team development. To build theory around AO, I used the principles of action research as the method for intervening in teams, and grounded theory methods for data collection and theory building. In Study 1, I explore the developmental mechanisms of an appreciative process of team development, in order to understand the effect of appreciation at the level of team interactions/processes. This study extends current theory by proposing an alternative way of reaching higher levels of group maturity and performance, where positivity—instead of conflict/problem resolution—is the main catalyst of the developmental process. In Study 2, I build a theoretical elaboration of a diagnostic (problem-based) and an appreciative (strengths-based) mode of organizing. This study extends current theory by illuminating the unique features that might characterize AO, and by proposing a path to integrate—at the micro level of interactions and narratives—both diagnostic and appreciative approaches. In Study 3, I explore the concept of flourishing as an appreciative process of organizing rather than an outcome or end state (i.e. a dynamic perspective). This study provides empirical eviden (open full item for complete abstract)

Committee: David Cooperrider Dr. (Advisor); Stephens John Paul Dr. (Committee Member); Laszlo Chris Dr. (Committee Member); Peck Simon Dr. (Committee Member); Spreitzer Gretchen Dr. (Committee Member); Bright David Dr. (Committee Member) Subjects: Behavioral Sciences; Business Administration; Management; Organization Theory; Organizational Behavior

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

The purpose of this study was to explore women district leader's perceptions of organizational change in a rural women's education and empowerment program in India, using an appreciative inquiry framework. This is a qualitative case study of the Mahila Samakhya (MS) program, which was initiated to provide non-formal education and empower rural women in India. The program implements activities in 11 states among the 29 states of India. Previous studies have been conducted on the MS program, investigating facets in single states. These studies primarily focused on narratives and experiences of rural women based on inquiries in one of the states of India. These studies did not attempt to highlight the multi-faceted organizational processes, especially organizational change, undertaken in the MS program over the past two decades. As a result, there is limited knowledge regarding the comprehensive organizational practices of the MS women district leaders, key implementation units, working in a Government Organized Non-governmental Organization (GONGO). This study combined the conceptual framework of Appreciative Inquiry with the theoretical framework of organizational change particularly using Senge's Learning Organization. During the current phase of the organizational change in the MS program, the 5-D model of the Appreciative Inquiry (AI) was used as a conceptual framework for exploring themes of definition, discovery, dream, design, and destiny. For this study, the MS women district leaders, with five or more years of experience, working in the 11 MS states of India, at the district level, were purposefully chosen as interview participants. These district leaders work at the middle (meso) level of the organization and are positioned at the critical level of implementing initiatives for the GONGO. A qualitative interview protocol was developed using the 5-D model for structured, semi-structured, and unstructured interviewing. Interviews were conducted with 28 distri (open full item for complete abstract)

Committee: Emmanuel Jean Francois Dr. (Committee Chair); David R. Moore Dr. (Committee Member); William K. Larson Dr. (Committee Member); Elizabeth Edna Wangui Dr. (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2014, EDU Policy and Leadership

The purpose of my study was to identify and describe the positive core related to learning that exists within TCHS and Navajo adolescents' vision for future academic achievement. A qualitative case study design was used to facilitate the participation of academically successful Navajo adolescents of a public high school on the Navajo Nation in the first two stages of the AI 4-D Cycle: Discovery and Dream. The participants of my study were purposively selected to be grade and gender balanced. Eight students, a male and female from grade nine through twelve, participated in the AI process. Research methods involved in gathering data during AI protocols included: Semi-structured paired interviews, whole group discussions, participant generated documents, direct observation, and participant observation (Cooperrider, 2000; Somekh & Lewin, 2005). Data were analyzed using a combination of several techniques that included: content analysis, thematic coding, axial coding, open coding, and pattern matching (Weber, 1990; Yin, 2009). The quality of the research I conducted reflected the attention I gave to ensuring its credibility, transferability, dependability, and confirmability. Two salient findings emerged from the analyzed data: (1) The participants identified and described a positive core within TCHS, and (2) The participants co-constructed a compelling vision for the future academic achievement for students at TCHS. The findings of this study suggest that TCHS's positive core is grounded in a sense of community the participants felt. They described the capacity of relationships to develop within TCHS and shared an appreciation for TCHS activities that integrated the reservation community. Participants' co-constructed vision for future academic achievement included a positive image of the future of TCHS as a school where students are leading the nation in college admittance. This provided the context where participants envisioned student engagement supporting aca (open full item for complete abstract)

Committee: Raymond Calabrese (Advisor) Subjects: Education; Education Policy; Educational Leadership

Doctor of Philosophy, The Ohio State University, 2011, EDU Policy and Leadership

The purpose of this study was to describe Discovery Valley High School (DVHS) participants' involvement in the appreciative inquiry (AI) process to discover their positive core highpoint school-related experiences and how they use these highpoint experiences to develop a compelling vision of learning and teaching for the future. An embedded qualitative case study was used to tell a story of seven students, one administrator, one school counselor, and four teachers's involvement in the AI process. As a theoretical research perspective and methodology, AI was used because it brings an affirmative approach and the generative capacity for participants to interact and collaborate with each other (Cooperrider and Whitney, 2005; Whitney and Trosten-Bloom, 2002a). An AI methodology typically involves four stages: Discovery, Dream, Design, and Destiny. For the purposes of this study, participants engaged with each other through the first two stages (Discovery and Dream). They shared stories of past highpoint experiences, talked of what they value in themselves and their school, and shared their dreams for the future of DVHS. Their involvement in the study resulted in their personal commitments to advance their compelling vision to create excellence in learning and teaching at DVHS. Participants shared personal stories throughout the study. Their stories were collected in the form of semi-structured paired interviews, focus groups, field notes resulting from direct observation, and through my role as a participant-observer (Yin, 2009). Data were analyzed using content analysis, thematic coding, pattern matching, and text analysis software (Glesne, 2006; Somekh and Lewin, 2005). This analysis led to two salient findings: (1) Stakeholders discovered a high level of bridging social capital between the teachers and students at DVHS, (2) Stakeholders discovered that there is a high level of resiliency among students at DVHS. Teachers and students in this study demonstrated high (open full item for complete abstract)

Committee: Raymond Calabrese EdD (Committee Chair); Antoinette Errante PhD (Committee Member); Maryanna Klatt PhD (Committee Member) Subjects: Educational Leadership