Doctor of Organization Development & Change (D.O.D.C.), Bowling Green State University, 2024, Organization Development

This research explored the sustainability of collaborative networks and specifically the role of transparency. This deductive thematic analysis study focused on a midsized rustbelt city's citywide governing strategic change collaborative network that began sometime in 2010 and spawned sixteen individual collaborative networks by the end of 2012. Each of these seventeen collaborative networks were co-led by leaders, called champions, around their passion for the change they were tasked to create. The citywide governing strategic change network was formed to bring together citizen and government leaders to collaboratively decide what could be done to make this midsized rustbelt city better for the citizens and surrounding regional communities. Initially, the effort was governed by the founding key city executive and four citizen leaders and grew to over two thousand members and thirty-nine champion leaders. A disruption in commitment was caused by the change in executive sponsorship when the foundational key city executive's term ended. The successive key city executive was not supportive. This provides a secondary look at how a change in executive sponsorship affects commitment. There were also two outside paid members, a facilitator and me as a coordinator. Literature on collaborative networks, collaborative governance, and transparency has increased recently. Leading to Parung & Bititci's (2008) theoretical framework developed to measure the sustainability of a collaborative network. This framework includes a construct for the health of a collaborative network which has five characteristics, trust, commitment, coordination, communication quality, and joint problem solving. According to research by Schnackenberg et al., (2021), transparency is relatively new and has a variety of constructs not necessarily related other than the fact that trust is a common characteristic. Schnackenberg et al. (2021) also included quality information in their transparency (open full item for complete abstract)

Committee: Jeanelle Sears Ph.D. (Committee Chair); Neil Baird Ph.D. (Other); Steven Cady Ph.D. (Committee Member); Jane Wheeler Ph.D. (Committee Member) Subjects: Communication; Epistemology; Mass Communications; Organization Theory; Organizational Behavior; Pedagogy; Public Administration; Social Research; Sustainability

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2021, American Culture Studies

Leadership discourse in U.S. sport tends to privilege White, masculine, heterosexual, individual, men (Anderson, 2009; Chin, 2007; Liu, 2019; Suyemoto & Ballou, 2007). The persistent lack of representation of women administrators and coaches in collegiate sport is demonstrative of this exclusionary discourse (Acosta & Carpenter, 2014; Burton, 2015). Student-athletes are emerging leaders in the field of sport and therefore how they develop an understanding of leadership and their leadership capacity should be considered. This ethnographic study explores the perceptions NCAA Division I women student-athletes of how leaders develop, who can lead, and which values and behaviors are characteristic of leadership. My exploration was guided by Batliwala's (2011) feminist leadership diamond which includes five components: the self, power, principles and values, purpose, and practices. I also applied Foucault (1995), VeneKlasen and Miller (2007), and Batliwala's (2011) conceptualizations of power to examine how power operates in interactions among people within an organization to influence who is perceived as a leader and how leadership is enacted. Crenshaw's (1989) concept of intersectionality provided an analytical lens (Bowleg, 2008) to examine how inequitable distribution of power functions along multiple, intersecting axes of oppression (Collins & Bilge, 2016) and shapes the experiences of student-athletes with multiple minoritized identities. The results offered four major findings. First, the student-athletes' definition of leadership offers an alternative to the traditional conceptualization of leadership in sport. According to these student-athletes, leaders are invested in the ongoing process of supporting team members' personal and athletic growth. However, they negotiate this understanding of leadership with dominant cultural ideology within NCAA Division I athletics. This negotiation is also shaped by their postfeminist (Gill, 2007) and post-Title IX (Barak et al (open full item for complete abstract)

Committee: Vikki Krane Ph.D. (Advisor); Andy Garcia Ph.D. (Other); Sandra Faulkner Ph.D. (Committee Member); V Rosser Ph.D. (Committee Member) Subjects: American Studies; Gender; Gender Studies; Sports Management; Womens Studies

Ph.D., Antioch University, 2021, Leadership and Change

The issues that this research addressed were the changes related to engagement in religious education (RE) in the Unitarian Universalist (UU) church in the past several decades. To address this problem, the purpose of this research was to innovatively problem-solve with other religious professionals and consider how to redefine engagement to support families in their faith formation. The research aims to answer the question: How could UU RE professionals more effectively engage families in faith formation opportunities designed to meet the desired outcomes of RE parents/caregivers? To gather data, interviews with seven Millennial and Generation X parents/caregivers from the Baja 4 UU congregations in Southern Arizona were conducted. The interviews were transcribed, coded, and analyzed. The data from interviews provided insight about Gen X and Millennial parents'/caregivers' needs, desires, and expectations and gaps in their RE program, types of multigenerational offerings, and alternative approaches to engagement. A new RE engagement pilot study was designed by a team of innovators and launched for three weeks. Following the pilot study, a summarizing focus group was facilitated. Parents/caregivers had the opportunity to offer additional thoughts, suggestions, and ideas. Together we made meaning of the data from the interviews and focus groups and synthesized it to redefine engagement and offer pedagogical indications for the future of faith formation in the UU church. This dissertation is accompanied by one MP4 file. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.

Committee: Lize (A. E.) Booysen DBL (Committee Chair); Lemuel Watson EdD (Committee Member); Joseph Wegwert PhD (Committee Member) Subjects: Curriculum Development; Demographics; Families and Family Life; Organizational Behavior; Pedagogy; Religious Congregations; Religious Education; Spirituality

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

For decades, urban school reform has been a persistent issue. Research suggests that urban school reforms that connect equitably to broader community improvement efforts are more sustainable and that principals play a pivotal role in leading such efforts. Although the role of the school principal is a front-line leader charged with the execution of policy and legislation, the experience of principal leadership is an area of limited research particularly how the creative leadership of the school principal connects with school transformational improvement efforts. The purpose of this research was to explore and describe the experiences of urban principals, particularly their roles, responsibilities and leadership styles within an era of accountability of student performance outcomes as measured in state test scores. Central to the study was the principal narrations of their experiences as they navigated between policy compliance and creative leadership through the specific context of the Cleveland Plan implementation. In this study, creative leadership is defined as a multi-dimensional and transformational in its integration of distributed, authentic, and adaptive in its response to complex urban environments. It involves a view towards change that steps outside of the existing practices through collaborative, distributed, and authentic leadership to strategically move through a problem-solving framework (Puccio, Mance, & Murdock, 2011). Using a case study design, the research focused on the principal leadership skill set as narrated by principals within a context of a specific period of school reform beginning when the Cleveland Plan was legislated as H.B. 525 in 2012 through 2019 and the issuance of the last full year state report card. Data collection involved semi-structured interviews with principals of the Cleveland Metropolitan School District. The research sought to both expand the study of school administration and leadership in new dir (open full item for complete abstract)

Committee: Anne Galletta PhD (Committee Co-Chair); Frederick Hampton EdD (Committee Co-Chair) Subjects: Education; Education Policy; Educational Leadership; School Administration

Doctor of Management, Case Western Reserve University, 2010, Weatherhead School of Management

We explore the effect of leadership styles on organizational innovation, focusing on the lived experience of leaders and investigating the impact of organizational leadership, learning and innovation on financial performance. In the first part, we interview seventeen leaders to explore their experience of using strategic conversations to yield innovative outcomes. Although these organizational leaders uniformly espoused emergent conversation, whereby they prefer to collaborate with their teams in an experiential learning process, their conversations were primarily leader-driven directed discussions with specific outcomes in mind. Moreover, they emphasized the critical role of multiple strategic conversations distributed over time, with varied participants and purposes. In the second part, we use a global sample of public companies to examine the relationships among transformational and transactional leadership, exploration and exploitation and performance. We found that balancing transformational and transactional leadership drives innovative learning more effectively than engaging in any single style separately. Additionally, “where” ideas are sourced and “how” they are shared fully mediates the relationship between leadership and performance, suggesting a strong correlation between idea sharing effectiveness and earnings growth. Leaders must balance innovative idea sourcing (exploration and exploitation) with entrepreneurial idea sharing to unleash their organization's collective learning to drive successful performance.

Committee: Nick Berente, Ph.D. (Advisor); Richard Boland, Ph.D. (Advisor); David A. Kolb, Ph.D. (Advisor); Kale Lyytinen, Ph.D. (Advisor) Subjects: Organizational Behavior

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2012, Higher Education Administration

This constructivist multiple-case study examined the collaborative leadership practices of seven secondary and seven post-secondary leaders who participate in Ohio's Early College High School Initiative (ECHSI). The 14 educational leaders in this study partnered in an effort to respond to the access and success of traditionally underrepresented (i.e., ethnic/racial minorities, low-income, and first-generation students, and/or non-native English speaking) students in higher education. Therefore, it was proposed that relationships are essential to fulfilling the ECHSI mission, and seeks to: (a) explicate the leaders' understanding of their school-university partnership and (b) explain the relationship between Early College leaders and the Relational Leadership Theory and its components (purpose, ethics, empowerment, inclusion, and process). Collaborative leadership is a complex and dynamic process for which strong evidentiary support is required. Therefore, this dissertation applied an exploratory multiple-case study approach to analyzing seven within-case and cross-case comparisons. The foundation of this study was based on qualitative interviews, supported by a web-based survey which yielded a 100% return rate. Additionally, document analysis was used to gain a better understanding of how relationships across secondary and post-secondary educational sectors create comprehensive, seamless systems of learning. The participants explained the interplay between individual and organizational backgrounds, experiences, leadership styles, values, and goals that promoted the development of their inter-organizational relationship. In this study, three major findings uncovered that cross-sector educational programs make sense and strengthen the educational pipeline between K-12 and higher education. Secondly, the development of a collaborative working environment can be optimized through the Relational Leadership Model. Finally, true collaboration occurs through meaningful co (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Robert DeBard (Committee Member); William Kyle Ingle (Committee Member); Patricia Kubow (Committee Member) Subjects: Community Colleges; Education; Educational Leadership; Higher Education; Higher Education Administration; School Administration

Ph.D., Antioch University, 2011, Leadership and Change

This study explores the transformative experience from client and service recipient to collaborative leader and partner in child welfare. Rather than expanding on existing literature that examines the nature and quality of the client experience from a service or customer satisfaction perspective, this study reflects the lived experiences of "real, bonafide" birth parent leaders in child welfare systems in the State of Kansas, several counties in Washington state, and Contra Costa County, California. The goal of the study is to illuminate the journey from clienthood to leadership as experienced by the nine birth parent leaders in the study through research portraits (Lawrence-Lightfoot Hoffmann Davis, 1997). Findings from the study highlight the dynamic interplay between individual and contextual dimensions that support the initiation of and on-going leadership of birth parents within child welfare systems as active and equal participants. The findings illuminate for us the relational web in which the study's birth parent leader participants have emerged and thrive as collaborative partners and leaders within their local child welfare context. In so doing, the study provides a relational interpretation of resilience and transformation, leadership and change that extends beyond traditional notions of client engagement and consumer involvement in child welfare. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Carolyn Kenny PhD (Committee Chair); Philomena Essed PhD (Committee Member); Raquel Gutierrez PhD (Committee Member); Carol Wilson-Spigner PhD (Other) Subjects: Gender; Social Research; Social Work; Sociology

Ph.D., Antioch University, 2009, Leadership and Change

This research explored the use of study circles as a means of engaging artists in dialogue with their peers about water related concerns. The question driving this research was, “In what ways do study circles empower artists to become community leaders around water issues?” Secondary questions focused on emerging environmental, water, and social justice themes as well as examples of increased water awareness and behavior change occurring as a result of individual participation in the study circles. Artists have a unique way of commanding attention and communicating about environmental concerns while functioning as catalysts for activism on a variety of social topics. Barndt (2004, 2006,2008) has written extensively about the nexus between community-based art, activism and action research, as well as identifying the important differences in participation and intent behind community-based art versus art as commodity. This research incorporated the use of study circles (also known as dialogue groups, dialogue circles, or talking circles) with artists to learn how study circles empower artists to become community leaders. Literature focusing on civic engagement and the arts has looked at the process of utilizing the arts to engage the public in dialogue about a social concern. This research differs in that it focused on how a dialogue process impacts artists. Seventeen artists participated in four study circle sessions that encouraged in-depth dialogue on water quality concerns. Lohan's (2008) Water Consciousness: How we all Have to Change to Protect our Most Critical Resources was used as a study guide and to focus the dialogue sessions. The artists participated in one-on-one semi-structured interviews to help clarify the relationship between the study circles and their own water awareness as well as community building, collaboration, and/or leadership among the artists. A focus group was used to obtain feedback on the value of study circles for social change. Key fin (open full item for complete abstract)

Committee: Jon Wergin PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Steve Chase PhD (Committee Member); David Attyah MFA (Other) Subjects: Adult Education; Ecology; Environmental Science; Fine Arts; Freshwater Ecology; Personal Relationships; Science Education; Social Research

Ph.D., Antioch University, 2008, Leadership and Change

Implicit in leadership behavior is the ability to work with others, to be in relationship, and to collaborate. Contemporary theories about leadership have shifted from a focus on the individual “leader” toward the collective act of “leadership.” A concrete understanding of collaborative leadership remains somewhat underdeveloped in the literature and theoretically. This dissertation is a case study of organization's efforts to change from autocratic organizational leadership to a more collaborative working environment. Taking the form of a literary portrait, the study analyzes an example of action learning about collaborative leadership. The portrait will be of the agency's change, with special attention given to the issues facing the leadership team as it wrestles to change from top-down to collaborative leadership practice. The primary research question is: In today's shifting landscape, what practices and conditions will optimize the development of a collaborative working environment? Findings were that the development of a collaborative working environment can be optimized through the careful cultivation of the ten themes that emerged from the study: (1) on-going learning and continuous development, (2) flexibility, (3) trust, (4) respect/esteem/ positive regard, (5) willingness/commitment, (6) facilitative process (establishment of norms, ground rules/agreements, inclusivity, process capability/tacit knowledge of functional group process), (7) realistic optimism/positive personality/resilience/solution/strength/future focus, (8) communication skills, (9) social intelligence (ability to transcend the ego and to self-organize and motivate) and (10) an appropriate level of technical competence. The electronic version of this dissertation is available at the Ohiolink ETD Center http://www.ohiolink.edu/etd.

Committee: Carolyn Kenny PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Paul Pedersen PhD (Committee Member); Joyce Fletcher PhD (Other) Subjects: Behaviorial Sciences; Management; Organization Theory; Organizational Behavior; Psychology; Sociology

Ph.D., Antioch University, 2013, Leadership and Change

This study examined transformation within individuals in a collaborative adult learning context. Using a combination of methods—surveys and critical incident technique (CIT)—the study explored in depth the experiences of 28 subjects from a population of 100 participants in an open-enrollment workshop, the Awakening the Dreamer, Changing the Dream Symposium produced by the Pachamama Alliance. The program employs high-impact training approaches to inform participants about social injustices and environmental practices that threaten the planet, and to encourage them to act on that information. The research focused on critical incidents at or shortly after the workshop that produced significant and meaningful change in the subjects. It also examined the stimuli and the internal processes experienced and reported by the subjects that appear to be most transformative. Its objective was to help inform the way in which transformative learning is studied. The study found that the research method was effective for examining transformative learning in adults. Six significant findings emerged from the data, among them that the critical incidents of transformative learning were the internal changes subjects described: initial changes in awareness or perspective, in connections, in decisions about future action, and in emotions or sensory perceptions. An understanding of this finding and the others can help educators and organizational leaders facilitate transformation within individuals and organizations. Limitations of the study are discussed and suggestions for future studies are offered. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink. edu/etd.

Committee: Jon F. Wergin PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Michael McElhenie PhD (Committee Member); John M. Dirkx PhD (Other) Subjects: Business Education; Developmental Psychology; Earth; Ecology; Educational Theory; Instructional Design; Native Studies; Organizational Behavior; Spirituality; Sustainability

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to investigate the impact of formal training and education on perceived values and interactions (teamwork) in IPE and IPCP for athletic trainers in employment settings. This mixed-methods study utilized the IPEC Competency Self-Assessment inventory on athletic trainers in all employment settings. Within the inventory, two IPEC competency domains, interprofessional interactions and interprofessional values were assessed to determine relationships between formal training in interprofessional practice in AT employment settings. Additionally, barriers and facilitators pertaining to IPE and IPCP in employment settings were addressed through open-ended interview questions. Analysis of the quantitative data demonstrated that there were no significant differences between formal training and interprofessional values and formal training and interprofessional interactions. Additionally, no significant differences were reported between AT setting and interprofessional values. However, the analysis of the data did identify statistically significant differences between AT setting and interprofessional interactions. Qualitatively, participants identified lack of education on AT profession (AT roles and responsibilities), IPCP and IPE knowledge gap, and lack of interprofessional communication as IPCP and IPE implementation barriers. Participants identified education of AT profession, seeking out IPCP/IPE opportunities, and improving networking and communication opportunities as facilitators.

Committee: Kim Peer (Committee Chair); Hannah Harnar (Committee Co-Chair); Anthony Breitbach (Committee Member) Subjects: Health Care; Sports Medicine

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

This study will evaluate the organizational effectiveness of an artificial intelligence (AI)/machine learning (ML) recommender system at a higher education institution. It will determine the positive or negative net benefits (i.e., organizational effectiveness) of utilizing the D&M ISSM. Identifying the value and efficacy of information systems (IS) management actions and investments requires evaluating their success or effectiveness. A system's effectiveness is evaluated from the organizational perspective based on the degree to which it meets the goals of the organization. Although the pandemic has negatively impacted numerous lives and business activities, more leaders considered it an opportunity because it offered new opportunities for business innovation and entrepreneurship, despite it being viewed as the most significant crisis in the modern world. Considering the significant changes caused by the COVID-19 pandemic and the response to it, it is no longer simply considered an option to adopt and use AI/ML systems, but rather an obligation. There is a lack of understanding of the factors contributing to the success of recommendation systems, therefore, these systems are rarely used to their full potential. An analysis of the relationship between information quality, system quality, use/intention to use, and user satisfaction in recommender systems was conducted using a mixed-method approach based on the DeLone and McLean IS success model. Students enrolled in a two-year college who used a portal as part of their academic journey were the target population of this study, and a total of 8,559 participants were contacted to participate, and 305 of them completed the survey. The results of this study indicate that quality factors relate closely to the success of the recommender system as measured by organizational effectiveness. The results indicate that there are statistically significant relationships between the independent variables, Information Qu (open full item for complete abstract)

Committee: Brock Schroeder (Committee Chair); Tim Reymann (Committee Member); Rachel Tate (Committee Member) Subjects: Artificial Intelligence; Computer Science; Higher Education; Information Systems; Information Technology; Organization Theory; Organizational Behavior

Ph.D., Antioch University, 2020, Leadership and Change

Inservice teachers' influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to learn. The findings reveal that respondents shared five key constructs as being important to Black students' learning: “professional and skills development,” “impacts of administrative responsiveness and supports,” “caring,” “trust,” and “inclusion of lived experiences.” However, what is important to note is that my study indicates that neither Black nor White teachers held the entire picture of what enables Black students to learn. By integrating the results of both Black and White teachers' responses, I theorize a framework which represents a path for Black student learning. I call this framework Culturally Collaborative Teaching, which takes into account both Black and White teachers' understandings of what the critical factors are when educating Black students. Culturally Collaborative teaching is a framework in which teachers, regardless of their race and cultural background, can integrate and develop a shared set of skills and values. The inclusion of administrator support and understanding of cultural practices, serves as the foundation for positively impacting academic learning for Black students. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu (open full item for complete abstract)

Committee: Donna Ladkin PhD (Committee Chair); Lize Booysen DBL (Committee Member); Elmar Kutsch PhD (Committee Member) Subjects: African Americans; Curriculum Development; Education; Educational Leadership; Educational Theory; Elementary Education; Middle School Education; Multicultural Education; Pedagogy; Secondary Education; Teacher Education; Teaching

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

The purpose of this case study was to measure the impact on elements of schools' professional environment after a K-12 administrator participates in action learning as a form of professional development. The study also seeks to contribute more quantitative data to the field of action learning as called upon by researchers. The goal of this case study is to discern any impact felt by the certified teaching staff of schools that have a building administrator participate in eight sessions of action-learning over one summer. The guiding research question asks, what, if any, impact on a building level administrator's leadership practices result after their participation in an Action-Learning program? Data collection and analysis were structured to focus on the impact of the following collaborative environmental factors among certified teachers following their administrator's participation in the action learning program: Perceived School-Leader Support, Actual Participation in Decision Making, Satisfaction with Participation in Decision Making, and Formalization of Participation in Decision Making. These factors were measured with a pre-survey and post survey following administrator participation. Additional analyses of two more factors include Teacher's Orientation Toward Student Performance and Teacher Collaboration. With Kirkpatrick and Kirkpatrick's (2016) model for program evaluation in mind, this study focuses within the fourth level and measures leading indicators toward desired results. Findings of the Related Samples Wilcoxon Signed Rank test indicate a significant, positive difference from pre-survey to post survey for Perceived School-Leader Support for Collaboration.

Committee: D. Mark Meyers Ph.D. (Committee Chair); Gail F. Latta Ph.D. (Advisor); Brenda Levya-Gardner Ph.D. (Committee Member) Subjects: Education; Educational Leadership

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

This study explored the relationship between the implementation of processes directed at improving school-level functions and student academic success. Specifically, the researcher used the Collaborative Leadership Organizational Practices Survey (CLOPS) to measure how fidelity of implementation of the Ohio Improvement Process (OIP) influenced sixth grade students' reading and mathematics achievement. The CLOPS identified areas of strength and weakness in school level OIP implementation, thereby exposing gaps in the school improvement process. The study was conducted in 57 schools in four midwestern districts. Each school administered the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) formative assessment tool during fall and winter in two content areas, reading and mathematics. Those same schools adopted the OIP as the school improvement model. Research design employed the survey responses, publically available demographic data considered as control variables. The change from fall formative assessment scores to winter formative assessment scores for reading and mathematics in Grade 6 was identified as the dependent variable. Data included principal responses that reflected the principals' perceptions of the degree of OIP implementation at the school-level, demographic data retrieved from the state education agency website, and school aggregated formative assessment data from fall and winter assessments. Multiple regression analysis was used to determine if the degree of fidelity of OIP implementation in a school influenced student achievement from fall to winter assessment administrations. Results identified three OIP practices at the teacher-based team level positively impacted the change in student achievement from fall to winter: (a) teachers on a team, which is described as membership on the teacher-based teams; (b) common post-assessment results, which are described as teams working together to review stude (open full item for complete abstract)

Committee: Belinda Gimbert Ph.D. (Committee Chair) Subjects: Education; Education Policy; Educational Leadership

Ph.D., Antioch University, 2010, Leadership and Change

Although numerous local, state, and federal laws and policies address water pollution, many problems remain. To address these problems thousands of groups of citizens, who are concerned with their water resources - rivers, streams, lakes, ponds, and groundwater - organized around the U.S. over the past several decades. To succeed, these community organizations need the resources and capacity to reach their goals. To gain capacity, some community organizations turn to people outside the organization for assistance. Citizen professionals are helpers who work jointly with an organization to help develop an organization's adaptive capacity to deal with challenges and achieve goals. Participatory action research exemplifies a process in which local stakeholders work collaboratively with a citizen professional. This study examines the role of the citizen professional as a combination of the principles of effective participatory action research and a helping relationship. The purpose of this study is to discover whether those characteristics, when utilized by someone who is helping a citizens group, such as a watershed organization, can continue or increase citizen participation and empowerment in community organizations as well as the successful pursuit of organizational goals. This study examines 14 cases of the helper's role in eight community-based watershed organizations; compares the helper's actions with the characteristics of citizen professionalism; examines the helper's actions for their impact on the success of the watershed organizations; and the continued or increased forms of participation and empowerment of the organization's citizen members. This study deals with the critical issues of watershed organizations and their role in the preservation and restoration of water quality. The significance of these issues extends to the role of citizens in policy issues; of citizen professionals in increasing the effectiveness of community organizations to participate i (open full item for complete abstract)

Committee: Richard Couto PhD (Committee Chair); Al Guskin PhD (Committee Member); Randy Stoecker PhD (Committee Member); Tomas Koontz PhD (Other) Subjects: Agriculture; Environmental Science; Management; Organization Theory; Organizational Behavior; Personal Relationships; Social Psychology; Social Research; Sociology