Ph.D., Antioch University, 2017, Leadership and Change

This study developed a scale for assessing design thinking capabilities in individuals. Many organizations today are turning to design thinking to tackle the complex challenges they face. As organizations move toward adopting this way of working the need to develop design thinking capabilities in individuals becomes imperative. The capabilities needed for engaging in design thinking are skills that we all have to some varying degree, but we do not all use them to their full potential when solving problems. The scale developed in this study measures the degree to which an individual uses design thinking capabilities when engaged in problem solving. The research process involved a two-phase mixed methods design. In Phase 1, 536 individuals responded to an online survey. The data collected were analyzed using exploratory and confirmatory factor analyses. A new scale was developed that identified the three core capabilities needed to engage in design thinking: Solution Optimism, Visual Expression, and Collaborative Discovery. In Phase 2, 10 respondents from Phase 1 were selected to participate in follow-up interviews. Findings from the second phase of the study indicated the scale was perceived to accurately measure the use of design thinking capabilities in individuals when engaged in problem solving. Participants commented that this profile was unlike any other assessments they have taken in the past because this profile focuses on skills not emphasized in other assessments. Therefore, the new scale could be used along with other assessments to get a complete view of an individual's skill set. The findings also indicate that this profile will be useful for executive coaches, change management practitioners, educators teaching design related courses, leaders engaged in team development, and for researchers exploring design thinking capabilities. This dissertation is accompanied by an Executive Summary [pdf] and the author's MP4 video introduction (for transcript see Ap (open full item for complete abstract)

Committee: Mitchell Kusy (Committee Chair); Carol Baron (Committee Member); Shannon Finn Connell (Committee Member) Subjects: Behavioral Sciences; Behaviorial Sciences; Business Administration; Business Education; Design; Management; Organization Theory; Organizational Behavior; Social Research

Doctor of Philosophy, Case Western Reserve University, 2015, Management

Today, in a world context defined by increasing complexity, deepening disparities and rising uncertainty, the imperative of connecting knowledge with action to create systemic social change and achieve more equitable futures for all human beings is greater than ever. The task is ongoing and necessitates both the adaptation of known solutions and the discovery of new possibilities. This dissertation investigates the subject matter of design as a deeply humanistic knowledge domain that is drawing mounting attention and praise for its ability to open up new possibilities for action oriented toward social innovation and human progress. Paradoxically, despite unequivocal signs of such forms of design gaining prominence in our institutions and organizations, the unique value that professional designers impart to the class of systemic challenges and innovation opportunities at stake is an understudied pursuit that lacks articulation and merits elucidation. This dissertation contributes to filling that critical gap. Integrating theories of social innovation, organizational culture, institutional logics and design, and building on the construct of “design attitude” (a set of unique capabilities, abilities and dispositions espoused by professional designers and that are related to organizational learning and innovation), the dissertation relies on the interpretation and analyses of three independent field studies organized in a multiphase mixed methods exploratory design sequence. The dissertation is organized in a dialectical progression that presents the following overarching research question: How might we elucidate the value designers bring to the field of social innovation? The first study combines a grounded theory approach with a comparative semantic analysis of four case studies of design for social innovation projects (conducted with design teams from IDEO.org, Frog Design, Mind Lab and the former Helsinki Design Lab). The insights culled from semi-struct (open full item for complete abstract)

Committee: Richard Buchanan PhD (Committee Chair); Richard Boland Jr. PhD (Committee Member); Kalle Lyytinen PhD (Committee Member); John Paul Stephens PhD (Committee Member) Subjects: Design; Entrepreneurship; Management

PhD, University of Cincinnati, 2024, Engineering and Applied Science: Engineering Education

Etymology of the word engineer is traced to the Latin “ingeniare” which translates as inventor or designer. Engineering design is outlined as one of the seven attributes that engineering students must demonstrate prior to their graduation as established through the Accreditation Board for Engineering & Technology (ABET) guidelines (ABET Engineering Accreditation Commission, 2022). To prepare our students to be successful in their professional career, they must be proficient at design and must be able to think creatively and flexibly about optimal solutions to problems. For this reason, it is important to understand the factors that contribute to design capability in order to achieve this learning goal. By nature, design problems are cognitive tasks and tasks that require problem solvers to draw both on learned knowledge and pertinent cognitive abilities for their solution (Cross, 2006; Sanders & Stappers, 2008). In the realm of solving problems within engineering design, spatial visualization is one such cognitive ability that likely plays a role. Numerous studies have demonstrated the need for well-developed spatial visualization skills for success in engineering, especially in engineering problem solving (Duffy et al., 2020; Delahunty et al., 2016; Munoz-Rubke et al., 2021; Sorby et al., 2018). Studies have shown that there is a link between spatial thinking and technical creativity (Allen, 2010; Kell et al., 2013). But limited studies have explored the relationship between spatial visualization skills and engineering design. Using a sequential mixed methods design, this study aims to explore how spatial visualization relates to the engineering design process as enacted by undergraduate engineering students. There were two phases to data collection for this research study. In the first phase, 325 undergraduate engineering students attended an online session where they completed four tests of spatial ability. In the second phase, a purposive sample si (open full item for complete abstract)

Committee: Sheryl Sorby Ph.D. (Committee Chair); Marepalli Rao Ph.D. (Committee Member); T.J. Murphy Ph.D. (Committee Member) Subjects: Engineering

Psy. D., Antioch University, 2023, Antioch Seattle: Clinical Psychology

The definition of a word helps us understand its context and how it is meant to be used in daily life or research. When a word lacks a universal definition, it is hard to know how to use it. “Resilience” is that type of word. The resilience community in psychological research does not have a concrete, universal definition for this word. It takes on whatever characteristics are useful to the investigator. This study began with seeking a universal definition for the domain known as resilience. This study used a convergent parallel design with adults aged 60 and older living independently to seek out their personal definitions of resilience, then employed a well validated measure—the Conner-Davidson-25 (CD-RISC-25)—to test this population's resiliency and how they felt the measure addressed to domain of resilience. The findings of the study demonstrated that resilience is a complex and nuanced domain and a broad scope, making it challenging to develop a universal definition.

Committee: William Heusler PsyD (Committee Chair); Douglas Kerr PhD (Committee Member); Michael Sakuma PhD (Committee Member) Subjects: Aging; Behavioral Sciences; Clinical Psychology; Mental Health; Personal Relationships; Personality Psychology; Psychobiology; Psychological Tests; Psychology

PhD, University of Cincinnati, 2022, Education, Criminal Justice, and Human Services: Educational Studies

The connection between school success and the quality of the student-teacher relationship (STR) is especially salient for students with or at-risk for emotional and behavioral disorders (EBD; Zolkoski, 2019). However, the STR is typically poor for these students (Breeman et al., 2018; Crum et al., 2016) and little work has been done to understand what attributes of teachers and student-teacher interactions predict a STR that is high-quality for students with emotional and behavioral struggles (Van Loan & Garwood, 2018). To help address this gap, I conducted a convergent mixed methods single case research study to assess the effectiveness of an intervention for improving the STR for students with behavioral struggles and to explore and capture general educators' and their students' experiences of the STR over time. I conducted a multiple baseline design across three first/second grade student-teacher dyads to determine the effectiveness of the Establish, Maintain, Restore (EMR) intervention (Cook et al., 2018) with coaching and feedback for decreasing teacher reprimands, increasing affirmations, and increasing time spent interacting with their students. I also explored the effect of the intervention on STR quality and student behaviors. In addition, I conducted a multiple qualitative case study with the student-teacher dyads to explore their subjective experiences of the relationship-building process and feelings about one another over time. Quantitative intervention outcome data indicated that the EMR with coaching and feedback intervention had slight but positive effects for reprimands across teachers and mixed results for affirmations and time spent with students as well as mixed results for improving student behavior. Teachers reported that intervention was socially acceptable and that they experienced overall improvement in the STR. Qualitative outcomes indicated unique patterns of experience and perceptions of the STR across the three dyads that (open full item for complete abstract)

Committee: Todd Haydon Ph.D. (Committee Member); Vicki Plano Clark Ph.D. (Committee Member); Tai Collins Ph.D. (Committee Member) Subjects: Elementary Education

Doctor of Philosophy, University of Akron, 2020, Counseling Psychology

Through a mixed methods approach, this study utilized both quantitative and qualitative analyses to elucidate how the constructs of body image and eating concerns are influenced by the intersecting identities of Black military women. The study employed an Explanatory Sequential Transformative design composed of a quantitative Phase I and qualitative Phase II, intended to explain results using the phenomenological experiences of participants. Phase I results examined the intersecting identities of race, feminist identity (a construct of gender identity), and military connectedness as moderators of the relationship between self-reported body dissatisfaction and disordered eating behaviors. Results from an online sample of 149 active duty and reserve Black military women suggested that none of the identity variables examined served as a moderator in the relationship between body dissatisfaction and disordered eating behaviors. Results from Phase II qualitative interviews of 6 study participants suggested that Phase I results were primarily due to the importance of job security, conflict with Black cultural body ideals, and overall societal pressure faced by women. Meta-inferences drawn from Phase I and Phase II results reveal that job security and competing identities (i.e., military and Black feminist values) may reinforce self-silencing among Black military women, which may account for the high prevalence of disordered eating observed in the current study. Additionally, military connectedness and Black feminist values, which were distinct from traditional feminist beliefs, was negatively related to body dissatisfaction and disordered eating behaviors, suggesting the benefit of a more integrated view of oneself and the value of collectivist cultures. Finally, results illustrated the importance of utilizing mixed methods for research centering intersectionality.

Committee: Suzette Speight Ph.D. (Committee Chair); John Queener Ph.D. (Committee Member); Ingrid Weigold Ph.D. (Committee Member); Dawn Johnson Ph.D. (Committee Member); Kristin Koskey Ph.D. (Committee Member) Subjects: Clinical Psychology

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

Global Virtual Teams (GVTs) enable organizations to become more flexible, and to adapt and react to turbulent, complex and dynamic environments. These teams span boundaries such as space, time, and geography, working collaboratively to achieve a shared purpose. Due to their reliance on technology for communication, knowledge sharing, and project management, structural and nonstructural components of their design must exist to enable these teams to exist and flourish at the edge of innovation. The human experience of working in virtual teams remains insufficiently observed, yet crucial to their sustainability. This dissertation study employed an exploratory sequential mixed methods design to provide insights into the experience of working as a member or leader on a GVT. In phase one, a theoretical framework was developed to identify themes and sub-themes that emerged from 21 interviews with GVT practitioners from seven nations and multiple time zones across many sectors. The data revealed that experiences of working on a GVT are best expressed by four major themes: team design (both structural and nonstructural) components, cross-cultural communication, human dynamics, and technology. One meta-theme emerged, adaptability, which is well supported by the chosen guiding theoretical framework, adaptive structuration theory (AST), as well as extant research. The results of phase one informed development of a survey instrument; a pilot test of this instrument showed promise for future validation of a scale that accurately depicts the experiences of working on a GVT. The current findings support practical applications toward better understanding team functioning, essential human needs, and best practices for team awareness and functioning. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/and OhioLINK ETD Center, https://etd.ohiolink.edu/.

Committee: Jon Wergin PhD (Committee Chair); Aqeel Tirmizi PhD (Committee Member); Muriel Scott PhD (Committee Member) Subjects: Management; Organization Theory; Organizational Behavior; Social Psychology

PhD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Educational Studies

Changing student conceptions in physics is a difficult process and has been a topic of research for many years. The purpose of this study was to understand what prompted students to change or not change their incorrect conceptions of Newton's Second or Third Laws in response to an intervention, Interactive Video Vignettes (IVVs), designed to overcome them. This study is based on prior research reported in the literature which has found that a curricular framework of elicit, confront, resolve, and reflect (ECRR) is important for changing student conceptions (McDermott, 2001). This framework includes four essential parts such that during an instructional event student conceptions should be elicited, incorrect conceptions confronted, these conflicts resolved, and then students should be prompted to reflect on their learning. Twenty-two undergraduate student participants who completed either or both IVVs were studied to determine whether or not they experienced components of the ECRR framework at multiple points within the IVVs. A fully integrated, mixed methods design was used to address the study purpose. Both quantitative and qualitative data were collected iteratively for each participant. Successive data collections were informed by previous data collections. All data were analyzed concurrently. The quantitative strand included a pre/post test that participants took before and after completing a given IVV and was used to measure the effect of each IVV on learning. The qualitative strand included video of each participant completing the IVV as well as an audio-recorded video elicitation interview after the post-test. The qualitative data collection was designed to describe student experiences with each IVV as well as to observe how the ECRR framework was experienced. Collecting and analyzing data using this mixed methods approach helped develop a more complete understanding of how student conceptions of Newton's Second and Third Laws changed through completion of (open full item for complete abstract)

Committee: Kathleen Koenig Ph.D. (Committee Chair); Vicki Plano Clark Ph.D. (Committee Member); Gita Taasoobshirazi (Committee Member); Mark W. Plano Clark Ph.D. (Committee Member) Subjects: Science Education

PhD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Educational Studies

The language of mathematics may be the most influential language ever codified in a writing system. Despite the ubiquity of the language, literacy for mathematics remains something of a curiosity. It is not defined in critical educational policy documents such as the Common Core State Standards. The emphasis on disciplinary literacy has renewed interest in distinguishing literacy for mathematics from mathematics proficiency and from English language literacy. I conceptualized symbolic mathematics language literacy (SMaLL) as the ability to read and write symbolic mathematics using the conventions of the writing system for the language of mathematics. SMaLL, by this definition, is scarcely acknowledged or explored in educational research. My objective in conducting this exploratory study was to gain novel insights into SMaLL among middle school students learning under the Common Core State Standards with implications for instructional practice. Guided by the theory of developmental bio-cultural co-constructivism, I adapted data collection tools from English language literacy research and implemented a multilevel concurrent mixed methods research design. In sum, I integrated quantitative and qualitative methodological approaches to understand SMaLL as a complex component of human development shaped by interactions within and across three levels of change: cultural, behavioral, and neurobiological. The results of the quantitative analysis of cognitive measures of students' ability to read symbolic mathematics indicated that SMaLL is systematically related to measures of mathematics achievement. The results of the qualitative analysis of students' metacognitive reflections on SMaLL indicated that assessing the symbolic mathematics features is critical to determining whether or not mathematical text was readable. In addition, decoding mathematical symbols appears to be a critical SMaLL reading strategy. The mixed methods integrated results yielded a multile (open full item for complete abstract)

Committee: Vicki Plano Clark Ph.D. (Committee Chair); Rhonda Douglas Brown Ph.D. (Committee Member); Sarah Stitzlein Ph.D. (Committee Member); Christopher Swoboda Ph.D. (Committee Member) Subjects: Mathematics Education

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2015, English (Rhetoric and Writing) PhD

Learners—e.g., students and research participants—face unique and invisible barriers to making and sharing knowledge. In fact, some individuals prefer to express themselves in modes that do not comply with “school-sponsored” (Emig, 1971) composing practices. Given writing studies teacher-scholars' established reputation advocating for students of varied abilities, needs, and experiences, this project contends that Universal Design for Learning (UDL) could sustain writing studies teacher-scholars' continued efforts for student advocacy and diverse learning practices. Stemming from disability studies, UDL fosters practices that are inclusive and accessible from inception for learners, including but not limited to individuals with military experience. Using mixed methods procedures for conducting and representing findings, this project shares the “self-sponsored” (Emig, 1971) multimodal literate practices of 301 current and former, male and female U.S. Military service personnel—including but not limited to their use of digital technologies. Findings reveal that literate practices foster complex identity negotiations and a sense of personal agency. Indeed, co-interpreters testify to the ways in which composing practices affirm their differences (identities) and agency as survivors—not victims—of trauma through their use of multimodal practices like drawing and public speaking, which a UDL worldview best facilitates.

Committee: Kristine Blair (Committee Chair); Lee Nickoson (Committee Member); Sue Carter Wood (Committee Member); Alexis Hart (Committee Member); Laura Lengel (Committee Member) Subjects: Composition; Rhetoric

Doctor of Philosophy, Case Western Reserve University, 2014, Management

Design methodologies exist in espoused theories while methods-in-action never adhere to the entirety of the concepts envisaged by the methodology itself (Avison and Fitzgerald 2003). Currently, there is no deficit in design methodologies but, rather the deficit is in accurate understanding of the application and tailoring of the methodology in a given situation. Despite extensive methodology research over the last two decades we still know very little about how design methodologies are enacted in real-time. To date, there are no studies, which have systematically explored these differences. To uncover the differences, I ask these primary questions in the thesis: 1) What are the sources of variations in methodologies? 2) How iterations-in-practice differ in design methods? And 3) how projects evolve over time? At the core, this thesis work examines the differences in two contrasting design methodologies - agile and waterfall- using the lens of organizational routines. Specifically, I propose here four different types of variation in this thesis: (1) method-induced variation (2) agency-induced variation (3) fitness-induced variation (4) random variation. These sources explain some of the differences occurring in practice between these competing methodologies. The findings from these studies suggest that methods (by themselves) do not generate drastic variation in routines but it is rather the agency and fitness aspects (i.e. the method use) that accounts for most of the routine variation. Further, the differences in the structures of iterations in agile and waterfall were minimalistic, however qualitative data suggests otherwise.

Committee: Kalle Lyytinen (Committee Chair); Dick Welke (Committee Member); Dick Boland (Committee Member); Fred Collopy (Committee Member); John Paul Stephens (Committee Member) Subjects: Information Systems

PhD, University of Cincinnati, 2013, Education, Criminal Justice, and Human Services: Health Education

Background: Health reform promotes wise consumption of health care services and engagement in health behaviors as a way to improve public health and control health care costs. This study operationalized this concept through Employer Facilitated Health Consumerism (EFHC). EFHC was measured by the incentive tier reached by an employee in a comprehensive workplace health and wellness program. This study utilized Social Cognitive Theory (SCT) in conceptualizing environmental, personal, and behavioral factors that may have an influence on EFHC. Research Questions: Is the level of EFHC related to demographics, program participation, or selected environmental, personal, and behavioral factors? The researcher also wanted to determine the level of agreement between quantitative survey results related to levels of EFHC and qualitative focus group findings concentrated on reasons for program participation. Methods: Quantitative data were collected using a valid and reliable electronic survey in addition to pre-existing data made available by the employer. Mann-Whitney and Kruskal-Wallis tests were used to look for differences between groups in the ordinal dependent variable and Spearman's correlations coefficients were run to look for associations between independent variables and the dependent variable. A multinomial logistic regression model was generated to establish how several independent variables were able to influence the odds to reaching a high level of EFHC. Multiple focus groups were conducted on-site to gather qualitative information. Group discussions were recorded and transcribed, and narratives were analyzed using constant comparison analysis. Results: Overall, eighteen independent variables were paired with EFHC in bivariate analyses. Gender, completing a physical, previously earning a program award, and behavioral capability and self-control were shown to have the strongest influence on the dependent variable. These statistical findings persisted in multivaria (open full item for complete abstract)

Committee: Bradley Wilson Ph.D. (Committee Chair); Amy Bernard Ph.D. (Committee Member); Randall Cottrell D.Ed. (Committee Member); William Mase Dr.P.H. (Committee Member) Subjects: Health Education

PhD, University of Cincinnati, 2010, Nursing: Nursing - Doctoral Program

The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes and the mediating effects of anxiety on cognitive learning outcomes in a high-fidelity human patient simulation (HPS) experience. The secondary purpose of this study was to explain and explore student perceptions concerning the qualities and context of human patient simulation affecting anxiety and learning that may be amenable to intervention. This study used a mixed methods QUAN dominant explanatory design with simultaneous qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (n=124) enrolled in a fundamental nursing course. Data were collected using an investigator constructed Factors Affecting Learning Questionnaire, as well as, a Learner and Lifestyle Questionnaire, Elsevier Evolve custom parallel pre- and post-tests, the Building Excellence Survey, the State-Trait Anxiety Inventory, and a semi-structured group discussion. A path analysis identified relationships between cognitive learning and anxiety, readiness to learn, preparation for simulation, and learning styles. Both readiness to learn (β = -.31, p < .01) and preparation for simulation directly affected anxiety (β = .22, p < .01). Anxiety and cognitive learning outcomes were directly affected by having a strong auditory-verbal learning style (β = .21, p < .01) and (β = .27, p < .01), respectively. A hands-on learning style mildly influenced cognitive learning outcomes (-.17, p < .05). The standardized indirect effect between anxiety and cognitive learning outcomes was .08; indicating anxiety did not mediate cognitive learning outcomes as theorized. Dissonance was found between the quantitative and qualitative data. Students reported increased levels of anxiety, which negatively affected their learning. A gap exists in the literature involving variables affecting learning outcom (open full item for complete abstract)

Committee: Amy Pettigrew DNS, RN (Committee Chair); Thomas LeMaster RN, MSN, MEd (Committee Member); Wei Pan PhD (Committee Member); Theresa Beery PhD (Committee Member) Subjects: Nursing

Doctor of Education (Ed.D.), Bowling Green State University, 2009, Leadership Studies

The purpose of this mixed methods study was to first analyze quantitative data to identify if a relationship existed between classroom climate variables and student achievement. The quantitative data were taken from Progress Book software in a Northwest Ohio school district. Data from Progress Book was chosen to be analyzed because the studied district may use data from Progress Book, namely class grade average, to make decisions regarding the effectiveness of teachers. Additionally, data regarding the use of postings to Progress Book may be used by the studied district to make decisions about technology use in the district.Next, four teacher participants were chosen from the quantitative data as effective teachers. The four participants were observed and interviewed to ascertain the instructional strategies effective teachers use to engage students learners in their classrooms to increase student achievement and decrease office removals. The use of research-based practices was also explored. Significant negative correlations of Class Grade Average with Postings on Progress Book, Number of Assignments, and Percent of Students on an IEP were found within the course data. A significant positive correlation between Class Grade Average and Class Size was also found. Within the teacher data set, a significant negative correlation between Class Grade Average and the Percent of Students on an IEP was established. All correlation coefficients were weak and indicate limited practical significance. The qualitative analysis resulted in the finding that while the quantitative data showed all four participants were effective, some were more effective than others based on the instructional techniques used within their classrooms. The targeted research-based practices were not observed being consistently used across the classrooms. There is a need to develop knowledge about what classroom climate variables can impact student achievement. The findings of the current study showed (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Marlene Boas (Committee Member); Mohammed Darabie (Committee Member); Judy Jackson May (Committee Member); Rachel Vannatta Reinhart (Committee Member) Subjects: Education; School Administration; Secondary Education; Special Education; Teaching

Doctor of Philosophy, Case Western Reserve University, 0, Management

Social change models based on altruism have proven inadequate to fully address the complete range of basic but unmet societal needs. In recent times, organizations have begun experimenting with profit-generating business models to produce sustained social change; such “hybrid” organizations possess a double bottom line, the goals of generating social and economic value. These organizations range from those which focus largely on economic value creation to others which focus primarily on social value creation; somewhere in the middle there is a more balanced blend of the two. A unique aspect of double-bottom-line organizations (also called social ventures) has to do with their ambidextrous orientation: the imperatives of both social change and marketplace competition are operative. The canvas for social venture research is broad and, for the most part, wide open: little is known through empirical research as to how social ventures come into being and succeed at meeting not only startup challenges but also those resulting from the organization's dual goals. In addition, research is needed to clarify if and how startup social ventures differ from conventional nonprofit and business venture startups. With significant differences in the motivation to create social and business value in order to yield empirically validated results, this research is restricted to just a subset of social ventures, those which are entrepreneurial. This choice is driven by the fact that even in an economic downturn entrepreneurship has the potential to address intractable social issues. A mixed-method research design is built around three interrelated studies which collectively tell us (1) “the What?” (the actions of social entrepreneurs), (2) “the How?” (approaches employed), and, finally, (3) the impact of both the actions and approaches on nascent stage performance, i.e. perceived social and economic value created. The first study, which focuses on 23 startup social ventures, is qu (open full item for complete abstract)

Committee: Paul Salipante (Committee Chair); Bo Carlsson (Committee Member); Roger Saillant (Committee Member); Barbara Bird (Committee Member) Subjects: Business Administration; Entrepreneurship; Social Work