Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

The COVID-19 pandemic has challenged student success and the ability of colleges to deliver the education students need for the workplace. The purpose of this qualitative dissertation case study was to investigate how the organizational resiliency of a Midwest community college impacted student success during the COVID-19 pandemic by examining the contributions of static and dynamic resiliency characteristics and dimensions. Exploration and analysis of the resilient characteristics and dimensions of student success focus on the key factors of instructional modality, instructor-student engagement, and socioeconomic influences. Conclusions are based on thematic analysis of semi-structured interviews with the college's senior leaders triangulated with information from public documents and a student survey. The researcher concludes that the college's static resiliency components of solid planning and infrastructural preparation for probable events, a longstanding collaborative commitment to achieving key elements of student success, and effective internal communication processes produced the robust capacity for flexibility and innovation that distinguishes dynamic resiliency. Innovations that accelerated decision processes, faculty and staff encouraged to experiment based on regular feedback, and energetic action on non-academic stresses had positive effects on student success during the COVID-19 pandemic. One result was that for the fiscal year 2021-2022, the college awarded the highest number of degrees in its history to all students and to African American males, with 99 percent of students rating the quality of their education as good to excellent.

Doctor of Philosophy, The Ohio State University, 2014, EDU Teaching and Learning

Over the last decade, service-learning researchers have documented a lack of attention paid to the dynamic nature of student learning in service-learning projects (Butin, 2003/2010) and a lack of attention paid to learning over time (Melchior & Bailis, 2002; Yamauchi, et al., 2006). In light of these gaps in the literature, this dissertation study used New Literacy Studies (e.g., Barton & Hamilton, 1998; Street, 1984) and communities of practice (Lave & Wenger, 1991) to explore situated literacies and learning of four focal students participating in two critical service-learning projects at a traditional urban public high school in a mid-size city. Specifically, I explored the following three research questions: 1. What happens when students and their teacher participate in a critical service-learning project; 2. What learning opportunities and forms of participation emerge in a critical service-learning project and how are they taken up by the students; and 3. What is the role of literacy in these learning opportunities and forms of participation? Using an ethnographic case study design, I collected data over the course of an academic school year to include fieldnotes, artifacts, and transcripts. I analyzed these data using an iterative data analysis process. I concluded the study by offering implications for classroom practice, education policy, and service-learning research.

Doctor of Education (EdD), Ohio University, 2022, Educational Administration (Education)

In Appalachian Ohio, a grassroots group of citizens across industry sectors have convened to use community assets to create solutions impacting multiple parts of the community system, thus attempting to solve complex rural problems in innovative ways. One intermediary organization, Building Bridges to Careers (BB2C), has implemented community and career connected learning programs as a way to solve problems threatening rural community viability through engaging multiple community stakeholders including the community's youth. Using an exploratory mixed-methods approach, this study investigated the contributions of stakeholders and the impact to community systems of one community and career connected learning program: high school internships. This study conceptualizes the place-based, cross-sector, bidirectional interactions facilitated by community and career connected learning as a learning ecosystem. Further, this study uses Social Return on Investment (SROI) to quantify impact within the learning ecosystem to communicate and maximize change. This study found for every $1 invested in high school internships, between $13.07–$15.37 of value to social and economic systems is created. The ability to explore career fields through experience in order to eliminate career paths not of interest to them and then to be able to clearly define next steps in career paths that were of interest to them were outcomes valued most by students as stakeholders. Host site stakeholders reported the most valuable impacts to economic and social systems were, respectively, development of a workforce with basic skills and the personal satisfaction of being able to watch a young person in their community grow and develop through the internship period and beyond. For community supporting stakeholders, the most valuable impacts were the increased connection between schools and businesses in the community as well as the potential to reduce outmigration. Repeatedly, participants drew (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2020, College of Education and Human Services

The culture of policing is rooted in a warrior ethos of preserving order against chaos and criminality in a hostile world. This ethos may be negatively influencing community relations. A guardian mindset encourages community engagement, fostering trust, and building allies within the community. The purpose of this grounded theory study is to understand in the context of strained relationships between Communities of Color and police, how officers develop their knowledge, skills, and experiences to become guardians in the communities they serve. This research considers: 1) what is the process of developing patrol officers that are competent in community relations within an urban context; 2) what knowledge and skills are expected of patrol officers to be competent in community relations within an urban context share; 3) what formal education and informal experiences contribute to a patrol officer's knowledge and skills in community relations within an urban context. Twenty-four police leaders, police officers, and trainers representing five police departments and training facilities located in diverse urban populations in Northeast Ohio participated in semi-structured interviews. Four community leaders and public safety organizers also participated in interviews. The theoretical model identifies departmental and individual barriers and facilitators that influence the professional development of officers relevant to community relations.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2020, Higher Education Administration

The purpose of this study was to provide a phenomenological description of peer interaction and to explore the sense of community experienced by online learners in an accelerated online course delivered asynchronously. Though research indicates the importance of peer interaction and community in online learning, and online learners indicate their desire to feel a sense of community in online courses, there is a gap in literature that qualitatively details the essence of peer interaction and online learners' perception of community. To address this gap, I interviewed six post-traditional online learners regarding their experiences interacting with peers and the way those experiences contributed to their sense of community in an accelerated online course. Five main themes emerged based on participants' experiences and perceptions: (1) Routine, (2) Technology, (3) Course Design, (4) Perceptions of Interaction, (5) Sense of Community. The findings represented throughout this research align with the two research questions that guided this study: (1) How do students describe their experiences interacting with peers in an accelerated online course? (2) How do students describe their experiences of interacting with peers as contributing to their sense of community in an accelerated online course? This research contributes to a deeper understanding of factors that shape peer interaction and the sense of community felt in an accelerated online learning context. The findings evidence implications for online pedagogy, learning management systems, and for the implementation of the Community of Inquiry framework. Future research that focuses on the experiences and perceptions of online learners who share similar or different demographic characteristics through various methods would enhance understanding of peer interaction and community in online learning contexts. The need for such research is evident as diverse student populations' exposure to learning through distance, onl (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2016, Higher Education Administration

The purpose of my narrative study was to hear stories about how community members are affected by international service-learning programs. At a time when universities and colleges in the United States emphasize internationalization efforts and the civic purpose of higher education, more institutions are designing and delivering international service-learning programs. More questions must be raised regarding how these programs affect communities. Despite the centrality of reciprocity in the service-learning paradigm, the extant literature primarily focuses on the effects of international service-learning programs on students. I spent two weeks collecting data at a primary school in Ithemba, a predominantly Black African, Xhosa-speaking township in South Africa characterized by one of my participants as “the other side.” Three participants at Korhaan School—Bhejile (the principal), Dunyiswa (the deputy principal), and Peline (a teacher)—engaged in two semi-structured interviews and one focus group. To mask the identity of my participants, I selected pseudonyms for the two universities, the primary school, and the community where the primary school is situated, and I use the names selected by my participants throughout the manuscript. Three key findings emerged from the data. First, my participants' stories underscored the interconnectedness of the community and the community-based organization. Second, the students who participate in the international service-learning program bring a myriad of benefits to Korhaan School, and the students' actions align with ubuntu, a cultural framework that shapes an individual's engagement with others. Third, areas for improvement exist for the international service-learning program. A number of implications for higher education professionals are presented as a result of the findings. First, faculty members and practitioners must involve community members as co-educators in the long-term life cycle of an int (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2014, Instructional Technology (Education)

This study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive presence, and social presence in the GRE Analytical Writing Section Discussion Forum. A mix-methods research design was applied to address the research questions. The transcript analysis of postings in the GRE Analytical Writing Section Discussion Forum was used to find the existence of teaching, cognitive presence, and social presence, and an adapted CoI survey was sent to members to measure their perceived teaching, cognitive, and social presences. The results showed strong evidences of teaching presence, cognitive presence, and social presence, and high levels of perceived teaching, cognitive, and social presences in the GRE Analytical Writing Section Discussion Forum. The well-designed technological environment, distributed teaching presence shared by moderators and members, and extensive evidences of social presence in the discussion forum worked together to support learning in the GRE Analytical Writing Section Discussion Forum.

Doctor of Philosophy, The Ohio State University, 2006, Educational Policy and Leadership

This study examines the efforts of the large, urban Midwestern School District to provide socially productive community-based learning experiences for all of its high school students through community service and work-based internships. Many argue that student participation in community service and work-based learning addresses many occupational and citizenship disengagement risks faced by high school students today especially in higher poverty and traditionally low academically-achieving urban contexts. The principal hypothesis, informed by ecological systems theory, is that social support from adult supervisors and mentors will positively affect students' occupational and citizenship engagement orientations over and above the influence that programmatic experiences provide. The researcher conceptualizes social support as having a mentor, receiving information about future plans, encouragement, and written and verbal performance feedback in the course of their program activities. Occupational and citizenship engagement orientations are those attitudes or intentions demonstrated by students at the end of their senior year to pursue a career pathway and to engage in future political and civic behaviors. Findings from this study suggest that programmatic experiences alone are insufficient to produce the desired outcomes unless social support for student efforts accompanies them. The Internship Program of the Midwestern District exemplifies the phenomenon of a well-intended educational reform policy that faltered without the necessary formal structures, planning, and knowledge to adequately accomplish their objectives. Increasing capacity for implementing a mandatory community-based learning policy requires adequate systems of social support.

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

This multi-component study assesses perceived mechanisms through which undergraduate and graduate college students use social media and learning management systems (LMS) through multiple regression path modelling. The literature review outlines current work related to investigating the mechanisms of learning through LMS and social media, and proposes a new cybernetic model focusing on interplay between design constraints and user agency on online platforms. Using an existing, validated scale that measures design constraints and perceived social connection and exploration on social media, the first part of this study revalidates the existing scale with 302 college students, and adapts it to create and validate another instrument that measures user perceptions of their agency on LMS tools using Confirmatory Factor Analysis. The second part of the analysis in this study involves a platform level understanding of the use of social media and LMS in terms of social connection, exploration and design constraints, and placing these interrelationships within a framework of topology, abstraction, and scale. It also measures relationships across these platforms, through the use of legacy dialogs. The third part of the data analysis in this study focuses on the construction of multiple regression path models investigating general level mechanisms of social connection, exploration and design within and between social media and LMS. Results reveal that the ethos of community formation that drive the creation of problem-solving environments in social media settings and on LMS tools are fundamentally different; requiring educators to create activities that mirror the spontaneous agencies displayed by users on social media tools in the classroom. An interview tool is created based on results, to inquire further into students' perceived bond formation on varied informal, formal, and non-formal platforms.

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2022, International Institute for Innovative Instruction

Online course persistence at community colleges is a serious issue, with students being between 3 and 15 percentage points more likely to withdraw than those taking the on-campus equivalent (Xu et al., 2019). Despite the continued growth in distance education, quality online course design is a concern throughout the literature. This quantitative, causal-comparative study aimed to investigate the existence of a statistically significant relationship between online course templates, using Quality Matters Specific Review Standards, and online course completion rates at one Midwestern Community College. An ex post facto causal-comparative method was chosen for this study because the Midwestern Community College progressively implemented Quality Matters Specific Review Standards over three Fall academic terms providing an opportunity to investigate increasing quality standards through online templates, retrospectively, in a naturally occurring environment. Descriptive Statistics, Linear Regression, and a One-Way ANOVA were employed in the data analysis. The study results revealed a statistically significant relationship between online course completion rates and online course templates using QM Specific Review Standards.

MA, Kent State University, 2021, College of the Arts / School of Art

With this study I want to use contemporary technology and a hybrid Flipped approach to teach culturally relevant community-based art education utilizing distance learning in rural Appalachia. “The interchange of information differentiated curricular, and teaching strategies relevant to teaching artistically talented students in rural areas will benefit not only students and teacher, but local communities as well” (Clark & Zimmerman, 1999, p. 95). With this study I will try to do what Clark and Zimmerman indicate. I used contemporary teaching strategies like a hybrid Flipped Classroom to teach students in remote rural areas of Appalachia using local artists and community-based art as a source to create an environment where students learning virtually and students learning in brick-and-mortar classrooms can communicate and connect on a more even ground. Questions that guided this research included: Do these new methods improve the virtual students' educational experience? Do these new methods improve the brick-and-mortar students' education experiences? Do they feel more connected to their community, each other, and their teacher? Is communication improved? Are they more motivated with a hybrid Flipped Classroom compared to their previous art instruction, other online classes, or traditional in-class instruction?

Master of Arts (M.A.), University of Dayton, 2020, Psychology, Clinical

Few studies utilize experimental designs, representing a need for further research in the service-learning research. The present study employed an experimental design in which sections of a course (Engaged Scholarship for Homelessness: A Service-Learning Course) were randomly assigned to (a) direct service-learning (N = 16) or (b) indirect service-learning (N = 13). The students in the direct service-learning worked with guests in a homeless shelter while students in the indirect service-learning worked on the development of a Community Re-Engagement Resource Book, a book containing resources for people experiencing homelessness in the Dayton area. Several civic-related student outcomes were examined, including community service self-efficacy, awareness of privilege and oppression, and stigmatizing attitudes. The study examined two general hypotheses: (a) students in both sections would show improvements on these civic related outcomes and (b) the students in the direct service-learning section would show greater improvement on these civic-related outcomes. For each dependent variable, a 2 x 2 ANOVA was conducted with one between-subjects factor (direct service-learning vs. indirect service-learning students) and one within-subjects (repeated measures) factor iv (pre- vs. post-semester measures). Hypotheses were rooted in theory, including Bandura's (Bandura 1977, 1982, 1995) self-efficacy theory and Allport's (1954) Intergroup Contact Theory. In general, the results demonstrated that both groups of students showed significant improvements in community service self-efficacy and awareness of privilege and oppression; qualitative data (written reflections by students throughout the semester) supported this finding. However, the hypothesis that students in direct service-learning would show greater change was generally not supported. Further, the hypotheses regarding changes in social stigma were not supported by qua (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2018, EDU Physical Activity and Educational Services

Many college students struggle financially, and student debt continues to grow in the United States. Students that complete a degree can have high monthly student loan payments, and those that do not complete a degree can struggle financially even more. There is a growing amount of research examining methods to reduce these financial challenges. Since financial knowledge, attitudes and behaviors have been studied as to how they impact student debt, the purpose of this study was to examine financial knowledge, attitudes, and behaviors of community college students and consider an educational intervention as a possible way to impact those variables. The intervention was in the form of exposing students to a series of short, specific, digital learning objects. The research objectives of this study were to describe community college students' financial knowledge, financial attitudes, planned financial behaviors, and actual short-term financial behaviors in the areas of budgeting/saving, credit, and student loans, before and after exposure to the digital learning objects. There was a statistically significant treatment effect for financial knowledge, but not for financial attitudes. For financial behaviors, six unique intended and actual financial behaviors were examined, with half of them showing a significant difference after exposure to the digital learning objects. Planned and actual behaviors in the areas of budgeting, saving, and payment behavior were most effected. Certain ages and racial groups reported salient results in some areas. Students identifying as Black/African American had lower than average scores and lessor treatment effects for financial knowledge, higher than average rates of behavior and higher treatment effects for monthly budgeting, and lower rates of behavior and lower treatment effects for positive payment behaviors. Students under 25 years old reported below average behaviors and treatment effects for monthly budgeting, savin (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2017, Educational Studies

Abstract The purpose of this study was to ascertain the extent to which Black undergraduate women are engaging in High-Impact Practices (HIPs) while attending a predominately White institution of higher education and to explore how race, class and/or gender intersect to affect levels of engagement with HIPs. This study used an explanatory mixed methods approach, which consisted of an 18-item survey (n=190) and semi-structured interviews (n=10). Survey items were taken from the National Survey of Student Engagement, The College Student Report. The study was conceptually grounded by intersectionality, which allowed an exploration of how social inequalities and power relations intersect to impact the college experiences of Black women. Findings indicate that Black women are engaging with HIPs, 24.7% of survey respondents have participated in at least one HIP and 46.8% have participated in two or more HIPs. Factors contributing to engagement included positive faculty interactions, desire to make connections on campus and the need to acquire real world work experience. Factors contributing to non-engagement include direct barriers such as financial constraints, time constraints, and lack of knowledge regarding the importance and availability of HIPs on campus. Indirect barriers to engagement were related to the campus climate and included themes related to negative peer interactions, stereotype threat, and the use of shifting as a coping mechanism. The campus climate was found to be a major contributing factor to the lack of engagement with HIPs and other campus student engagement activities, as students reported feeling unwelcome and often encountered an unfriendly campus environment, primarily due to negative interactions with peers, inside and outside of the classroom.

PHD, Kent State University, 2017, College of the Arts / School of Music, Hugh A. Glauser

The purpose of this multiple case study was to explore the experiences of informal music learners at a community college. In this study, the views and understandings of participants provided diverse perspectives into individual lifeworlds, which are informed by social, economic, and cultural conditions. Purposeful sampling was used to provide information rich cases. Specifically, maximum variation and criterion sampling guided the researcher in selecting eight distinct participants with divergent perspectives, attitudes, and positions. This investigation was directed by three research questions. First, how do informal music learners at a community college pursue musical studies and describe their experiences? Second, based on participant experiences, how do these beliefs and ideas influence their musical understanding? Third, what aspects of how music is learned do participants perceive as being beneficial to other musicians? To gather rich and descriptive information, data collection included formal interviews, group interviews, and observations. An interpretive approach to data analysis was utilized to explore, understand, and give meaning to responses. As a constructivist, the author aimed to analyze data with respect to the idiosyncratic understandings and beliefs of each participant. Further, in this multiple case study a cross-case analysis was implemented to emphasize findings and maintain the singularity of each case. Research revealed that members used similar and varied approaches to pursue musical studies, utilize resources, and convey learning processes, which included reliance on listening, observation, repetition, collaboration, seeking guidance, and trial-and-error. Findings uncovered how self-taught musicians illustrated prolonged musical engagement, varied learning approaches, emphasized aural skills, and perseverance in completing musical tasks, which are critical to music education.

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Critical thinking for profoundly gifted students in a blended learning environment is an area of research that has not been thoroughly explored. While the number of online and blended learning classrooms for gifted students has increased exponentially over the last decade, the scholarly literature in this area is limited, both by the small number of studies being done with gifted students and the limited research on higher order thinking in online blended learning environments. This research used a holistic single case study method to examine critical thinking in the online component of a blended learning environment using the Newman et al. critical thinking content analysis model as a theoretical framework. It is noted here that the categories of Newman's model are listed in italic bold throughout the dissertation in contradiction to APA style. The case study design was appropriate because it allowed the researcher to examine the phenomena of critical thinking taking place in various learning strategies using common asynchronous writing tools, through the lens of profoundly gifted high-school students. Online tools (discussion forums, blogs, Google Docs) did not seem to influence critical thinking in this case study. The data within all three tools (discussion forums, blogs and Google Docs) showed that justification, linking ideas, ambiguities, and outside knowledge were the strongest areas of critical thought. The data examining online strategies (structured, scaffolded, open-ended, debate/argument, role play, peer edits, and literary criticism) also showed that students were most comfortable using justification, linking ideas, ambiguities, and outside knowledge in their writing. It is unclear how much of an impact the lack of teacher presence and social presence had on tools and strategies implemented in this study. However, the poststudy responses from the instructor and students seem to support Garrison's theory of Community of Inquiry in suppor (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2015, Curriculum and Instruction

This study utilized computer-mediated teacher professional development program to involve Chinese Heritage School (CHS) teachers investigating their teaching practices, focusing on the content of building up a contextualized teaching and learning environment for CHS learners. By examining the process of CHS teachers' development, this study aimed to: first, understand the CHS teachers' primary understanding and practices of the contextualized language instruction in CHS classrooms; and second, examine the change made on CHS teachers' understanding of contextualized language instruction over time.

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

The present study examined student outcomes across a semester of service-learning participation. The study examined two hypotheses: (1) students engaged in service-learning will have significant changes in community service self-efficacy (an in the related civic action construct) and in endorsement of myths and social stigma towards homelessness; and (2) the pre-to-post semester improvements will be greater for students engaged in structured DEAL Model reflection compared to students engaged in the less structured routine reflection. Undergraduate students (N= 30) were randomly assigned to either the DEAL Model reflection or routine reflection condition. Over the course of the semester, students were required to complete four reflections exercises, which differed in structure based on condition. While there were a number of nonsignificant findings, there was partial support for the hypotheses. Specifically, students' endorsement of myths and social stigma significantly decreased from pre-to-post assessment. Further results indicated that the DEAL Model reflection group had a significant decrease in endorsement of myths and social stigma, while the routine reflection did not have this significant decrease. Additionally, the DEAL Model reflection group had a significant increase in civic action from pre-to-post semester assessment. High pre-semester scores on community service self-efficacy measures may have created a ceiling effect that precluded an adequate assessment of pre- to post-semester changes in that construct. However, a retrospective measure of this same construct indicated that students strongly endorsed the notion that participation in the service-learning project substantially contributed to their perceptions of strong community service self-efficacy. The results are interpreted within the context of past theory and research. Recommendations for future research are provided, including future examination of qualitative data (i.e., written ref (open full item for complete abstract)

Master of Arts (M.A.), University of Dayton, 2014, Communication

The purpose of this study was to identify the affect of environmental web-design on students' perceptions of social presence and the development of community amongst small groups in an online course. The nature of online learning can be framed by many theoretical approaches, but two especially relevant theories have been utilized in this study: (1) Constructivism and (2) Social Presence Theory. Constructivism refers to the nature of human interaction and the emergence of shared meaning within groups (Delia, 1977). Social Presence Theory predicts how an individual perceives another during Computer Mediated Communications (CMC) (Short, Williams, & Christie, 1976). Social presence is an attribute of the medium based on the user's perception of others' personality, intention, and communication in CMC. The environmental web-design features used in a learning environment may affect user experiences and interpersonal interactions, ergo affecting social presence perceptions of the medium. High social presence facilitates group dynamics that develop and aid in creating a sense of personal belonging and community amongst group members. In the present study, it was hypothesized that online college students utilizing individual identity presentations would have higher levels of perceived social presence than students in an online course utilizing group identity-presentations. To test the hypothesis, a 25-item questionnaire was developed. Thirteen items were adapted from the Computer Mediated Communication Questionnaire by Tu (2002). Data were gathered via thirty-seven participants who were placed into one of two conditions: individual or group identity-presentations. First, participants introduced themselves, and then they completed a group activity before completing the questionnaire. The social presence scores were compared between the individual and group identity-presentation conditions using an independent samples t-test. Results had homogenous variance an (open full item for complete abstract)

EdD, University of Cincinnati, 2001, Education : Educational Foundations

A consortium of 10 school districts piloted the implementation of Local Professional Development Committees created by a state policy giving local districts control over the re-licensure of educators. These committees were charged with both accountability for re-licensure of educators in a given district and with monitoring educators' continued professional growth in relation to local plans for continuous improvement. The 10-district consortium organized to support each other in the creation of district policies translating state policy to local contexts, and to examine the application of principles of quality professional development to the creation of these local policies. The research set out to look at professional learning in this context of local policy development around the professional development principles. Little change in attitudes regarding the principles, expressed on a pre- and post-assessment were detected in the 16 months from the beginning to the end of the pilot. However, local policy documents produced by the pilot committees showed notable variation in the extent to which the individual districts' documents incorporated the professional development principles. These differences corresponded to variations in certain elements of the committees' processes and contexts. Two committees, whose processes had been closely observed over the course of the pilot, produced local policy documents at opposite ends of the continuum for the extent to which they embraced the professional development principles. The two committees also exemplified committee processes and contexts that were at opposite ends of the continuum. This finding was corroborated by differences in the two committees on 14 indicators of organizational learning. A final analysis of all 10 committees and their school districts according to 13 facilitators of organizational learning, again, found a pattern of variance that was similar to that shown by the local policy documents. The study con (open full item for complete abstract)