Doctor of Business Administration (D.B.A.), Franklin University, 2023, Business Administration

The COVID-19 pandemic has accelerated the adoption of full-time remote work, driven by the need for flexibility and the challenges posed by the global health crisis. While remote work offers benefits like reduced commuting stress and increased flexibility, it also presents unique challenges that organizations must address to foster a motivated and engaged remote workforce. Organizational justice, which encompasses perceptions of fairness and equity, plays a critical role in employee motivation and commitment. This study aimed to investigate the relationship between full-time remote work, organizational justice, and turnover intention. Using a quantitative research approach, survey tools were used to assess the elements of organizational justice (distributive, procedural, and interactional) and analyze their impact on turnover intention. The findings showed that all elements of organizational justice had a significant relationship with turnover intention in full-time remote workers, with procedural justice having the strongest relationship. This suggests that remote workers' perceptions of fair procedures and processes within their organizations influence their intention to leave. The findings of this study have implications for organizations aiming to create a positive remote work culture and mitigate turnover risks by emphasizing procedural justice through transparent processes, employee participation, and fair performance evaluations. It contributes to the existing literature by highlighting the importance of organizational justice in remote work environments and emphasizing the need for organizations to adapt their practices to meet the specific needs of remote workers.

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

Educational justice has traditionally been conceptualized in non-educational terms. Categories of justice with economic and political clout dominate scholarly conversations about educational justice and inform educational policymaking and practice. This leads to a narrow conceptualization of educational justice in distributive terms. The author challenges the hegemony of the dominant paradigm and advances a new paradigm for theorizing educational justice to inform educational research, policymaking, and practice. In developing this new paradigm, the dissertation first establishes the dominance of distributive justice as a guiding principle of US education policy and as a lens for theorizing educational injustice in educational research. It offers a historical analysis of federal education policy focused on the principles of justice that underpinned the policies enacted. Moreover, it presents limitations of distributive justice, thereby, establishing the need to reconsider our understanding of what constitutes an educational injustice and what policies are appropriate for disrupting such injustices. Second, the dissertation advances an account of educational injustice that centers on the obstruction of two distinctly educational tasks: knowledge acquisition and self-formation. In doing so, it reorients education policy and research toward two distinctly educational injustices: epistemic oppression and developmental coercion. It is argued that these are severe educational wrongs that also contribute to pressing social problems and injustices. The dissertation concludes by outlining implications of replacing the standard distributive paradigm with a democratic paradigm of epistemic empowerment and developmental enablement that fosters epistemic agency and disrupts the impact of harmful ideology on moral and intellectual development. It suggests that the new paradigm compels us to reconsider that nature of educational injustice and, relatedly, the locus and scope of ped (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2019, Educational Theory and Social Foundations

The main purpose of this dissertation is to analyze the complex developmental and conflict prevention challenges in the Niger Delta area of Nigeria as well as the role education can play in the pursuit of justice in that context from within the theoretical framework of Amartya Sen's capability approach to justice. The capability approach to justice is grounded in the idea of the realization of a conception of the good conceived as substantive freedom, as a combination of the development of internal capacity with the provision of substantive social opportunities for people to do and be what they have reason to value. It is argued that the capabilities approach is the most appropriate theoretical framework for articulating the diagnosis and remedies of injustice in the context of the Niger Delta as compared to Rawlsian and Utilitarian theories of justice. The evaluative standard employed in the analysis is how well a theoretical framework of justice diagnoses and addresses the resource conversion problem, the problem of differential resource conversion which undermines human well-being, is at the core of the Niger Delta's developmental challenges. Furthermore, it is argued that a capability-based educational approach, aligned with progressive and social reconstructive philosophical principles, has the potential to empower the people to pursue social justice in the Niger Delta through the facilitation of public reasoning and deliberation.

Doctor of Education (EdD), Wright State University, 2018, Leadership Studies

Leadership behaviors are associated with organizational commitment for a unique niche of individuals – those who produce less work while in the workplace due to health-related problems, such as anxiety, stress, or depression. New research shows followers' perceptions of leaders' positive support and organizational justice (procedural and distributive) are significantly positively associated with followers' perceived organizational commitment. This quantitative correlational study explored the relationship between followers' perceptions of leadership support, leadership procedural justice, and leadership distributive justice, as well as their own perceptions of their emotional stability, and organizational commitment using the authentic leadership framework. Further research using multiple linear regression investigated if a combination of two or more variables, including leadership support, organizational justice (procedural and distributive) or emotional stability, could predict organizational commitment. The study found that followers' perceptions of their leadership support and followers' emotional stability could predict organizational commitment for individuals with low psychological capital (PsyCap).

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2015, Psychology/Industrial-Organizational

The purpose of the current study was to meta-analytically examine the relationships of organizational justice and organizational constraints with three performance criteria: task performance, organizational citizenship behavior (OCB), and counterproductive work behavior (CWB). A meta-analysis of 106 studies (n = 35699) revealed that task performance and OCB were positively related to all forms of organizational justice, but only task performance was negatively related to organizational constraints. On the other hand, CWB was negatively related to all forms of organizational justice and positively related to organizational constraints. Furthermore, different dimensions of organizational justice had differential relationships with performance criteria. Procedural and interactional justice had a weaker positive association with task performance compared to OCB. Procedural justice had a stronger positive relationship with OCB-O than OCB-I. With regard to the differential relationship between organizational constraints and performance, organizational constraints had a stronger negative relationship with task performance than OCB. Another significant finding was that negative emotions fully mediated the relationship between organizational constraints and CWB. The relationship between organizational justice with self-rated versus other-rated OCB was not significantly stronger for self-rated versus other rated OCB. Lastly, an unexpected finding was that organizational constraints had a stronger relationship with self-rated CWB than other-rated CWB. The study's implications for research and practice are discussed, and directions for future research are provided.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2009, Philosophy

The two main goals of this dissertation are to provide a clear and practical conception of desert that is applicable across distributive contexts and to provide a detailed account of the role that desert can and should have in different contexts on different levels of a just society. This dissertation advances the view that desert is an important, but not the only important, conceptual component of justice. In addition to offering a defense of the concept of desert itself and its use as a distributive criterion, the dissertation provides a detailed conceptual account of desert. The dissertation advocates a conception of desert in distributive contexts that is based on a person's efforts and performances, and it includes important distinctions between different types of desert and between desert and other important distributive concepts. A main contention in this work is that, since desert is an important conceptual component of justice, it should always be considered when questions of justice arise. John Rawls has written about the basic structure of a society, which he understands to be the structure of a society's major political and social institutions. Rawls rejects the idea that desert is an important criterion that must be accounted for in basic-structure principles of justice. While giving special attention to Rawls's difference principle, the dissertation examines certain difficulties surrounding his rejection of desert as an important component of basic-structure justice. The opposing view of this dissertation is that, if they are to be just, basic-structure principles must leave room for desert in various contexts so that it is not trumped by some overarching social concern. In addition, the dissertation advances the view that the use of desert as a distributive criterion is most appropriate in local contexts. The dissertation ends with an examination of the role of desert in certain issues of local justice, such as employment and university admissions dec (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 1987, Graduate School

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Master of Arts (M.A.), Xavier University, 2015, Psychology

Despite the growing trend in workplace applications of need for cognition (NC) on decision making, a gap still exists in its applications to other areas of I-O psychology. Therefore, the purpose of this study was to examine the effects of the individual difference of NC on equity theory predictions. This study consisted of a sample of 225 Mechanical Turk participants who completed a 32-item survey measuring their NC level and perceptions of equity and satisfaction based on a hypothetical scenario. Results indicated no significant differences between NC level and the amount of information utilized in the equity comparison process, contrary to predictions. Additionally, there were no significant differences between NC level on perceptions of distributive justice. The present study did, however, further support equity theory predictions by indicating lowered distributive justice in the underpayment and overpayment conditions and higher distributive justice in the equitable payment condition. Supplemental analyses were also conducted into pay satisfaction, which found that those low in NC were more satisfied in an underpayment condition than those high in NC. This research has implications on the workplace suggesting that employers should strive to compensate employees equitably to achieve the highest distributive justice perceptions. Additionally, results suggest that employers may want to consider an employee's NC level when focusing on pay satisfaction, and this is an area that future research should further examine.

MA, University of Cincinnati, 2001, Arts and Sciences : Philosophy

In the thesis titled "Distributive Justice and the Impact of Emotional Responses," I argue that the distributive understanding of justice is myopic and ignores many forms of oppression that can be perpetuated by institutions. I will also maintain, as Iris Young suggests, that moral theory should be equipped to address concerns regarding the unconscious or seemingly uncontrollable emotions and behavior of agents. In an effort to make my case, I will incorporate into this thesis fragments of a narrative by James Baldwin as it appeared in Notes of A Native Son (1955) and supplement my reading with references to other, less formal, narratives. I will also utilize the theory of emotions Jenefer Robinson presented in her paper "Startle" as well as the writings of Iris Young to show that our emotional reactions can be responsible for sending potentially damaging messages and therefore fit within the parameters of what a theory of justice needs to address in a society formed by histories of oppression. On the view that I am endorsing, we should expect that having our presence received in certain ways on a regular basis will make for an emotionally trying experience. Continual reminders of the fact that we are seen as a threat or repulsive would make us avoid or feel uncomfortable in different settings given what it was we expected to be subjected to. I conclude that the unconscious emotional responses of agents can, and very often do, result in the violation of liberties that are central to theories of justice like the one endorsed by Rawls and that the liberties in question will continue to be violated so long as these reactions and their complicated causes are not understood as matters of justice.

Doctor of Philosophy, The Ohio State University, 2004, Physical Activity and Educational Services

This study investigated the salience of selected stakeholders on budgetary decisions in high school athletics, the rationale for athletics in education, strategies adopted by schools in balancing their budgets, perceptions of the fairness of various distributive principles, and patterns of institutional isomorphism among schools. A random sample of 450 high school administrators (principals and athletic directors) completed a survey drawn from Mitchell, Agle and Wood (1997), Hums and Chelladurai (1994) and Townley (2002). Instrument included items eliciting: stakeholder attributes, rationale for athletics in education, choice of budget strategies, and perceived fairness of principles of distributive justice. Two hundred and forty three (54%) useful responses were returned and used. Item-to-total correlations indicated that items in each scale were correlated higher with their own totals. Cronbach's alpha were .70 or higher in each subscale. Results showed that groups defined by position (principals and athletic directors) and school division indicated similar perceptions for stakeholder salience, choice of budget strategies, preferences for principles of distributive justice, and endorsement of rationale for athletics in education. In three instances they showed differences: principals' and athletic directors' perceptions of stakeholders' utilitarian power, effects of school division on budget strategies, and principal' and athletic directors' perception of the value of athletics in education. Effects sizes of these differences were rather small (< 7.7%). It was argued that high school athletics evolve in similar environmental conditions in which most stakeholders hold similar values, beliefs and myths regarding these programs. These socially constructed forces are greatly responsible for the isomorphic tendency shown by the schools administrators sampled in this study. Repeated measures ANOVA and Tukey' HSD showed that salience of utilitarian power of the board and (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2009, Sociology (Arts and Sciences)

This paper reports the application of procedural justice theories to the setting of higher education. In particular, the setting included Ohio University processes and its students ranging from freshmen to graduate students. This project used an email based survey to study the perceptions of college students toward a university judiciaries system. The study was influenced by the Tyler, Callahan, and Frost 2007 work on rule adherence among police officers and military personnel. My findings indicate that instrumental perspectives, such as in the deterrence literature, are not the primary reason as to why students obey university rules. Rather, normative perspectives, which are based on fairness and morality, are much closer in relation to voluntary deference of the law. It goes on to suggest that using a collective understanding of the influence of both instrumental and normative perspectives on the perceptions of people, instead of focusing on just one, is the best way to predict rule adherence.

Master of Arts (MA), Bowling Green State University, 2006, American Culture Studies/Sociology

This thesis assesses clinical research involving human subjects as a social institution of global reach. Scientific, philosophical, and cultural dimensions of clinical research are examined for their contributions to the construction of trials, and two philosophical interpretations of scientific methodology are consulted for their views about the penetration of scientific theories by social values: Hugh Lacey's positive empiricist account of the role of cognitive values and social strategies in science, and Helen Longino's contextualist feminist theory of scientific inquiry, objectivity, and social knowledge. The socio-cultural construction of the conceptual and ethical structure of clinical research is emphasized. Ethical analyses of clinical research focus on the use of divergent normative standards for clinical trials in the developed and developing world. The dominant bioethical model offered for transcultural ethical research, principlism, is described and critically assessed. The transnational ACTG 076 clinical trials are presented as a case study of global research and bioethical evaluation. Martha Nussbaum's human capabilities model is proposed as an alternative, contexualist framework of clinical research ethics for its particular focus on the ethics and politics of distributive justice, which is a crucial issue in the contexts of health care and clinical research.