ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Filtering by
- All Subjects: Public Administration
- Creators: Stritch, Justin
In the first essay, findings from statistical modeling using instrumental variables suggest that academic researchers who receive administrative support for grant writing and management obtain fewer grants and have a lower success rate. However, the findings also suggest that the grants these researchers do receive are much larger in terms of dollars. The results indicate that administrative support is particularly beneficial in academic grant situations of high-risk, high-reward. In the second essay, ordered logit models reveal a statistically significant and stronger relationship between staff intensity (i.e., the ratio of faculty to staff workers) and faculty stress than the relationship between executive intensity (i.e., the ratio faculty to executive and managerial workers) and faculty job stress. These findings confirm theory that the work of faculty is more loosely coupled with the work of executives than it is with staff workers. A possible explanation is the increase in administrative work faculty must take on as there are fewer staff workers to take on administrative tasks. And finally, in the third essay results from multi-level modeling confirm that both role clarity and institutional support positively affect both a global measure of faculty job satisfaction and faculty satisfaction with how their work time is allocated. Understanding the effects that administrative structure has on faculty outcomes will aid universities as faculty administrative burdens ebb and flow in reaction to macro trends in higher education, such as unbundling of faculty roles, unbundling of services, neoliberalism, liberal arts decline, and administrative bloat.
To address this question, this study employs the interpretive approach as the logic of inquiry and the public value mapping framework as the analytic tool to contemplate the overall social impacts of U.S. food banking. Data sources include organizational documents of 203 U.S. food banks, as well as other public documents and literature pertaining to U.S. food banks.
Using public value mapping analysis, this study constructs a public value logic, which manifests the dynamics of prime and instrumental values in the U.S. food banking context. Food security, sustainability, and progressive opportunity are identified as three core prime public values. Instrumental values in this context consist of two major value categories: (1) intra-organizational values and (2) inter-and ultra-organizational values. Furthermore, this study applies public value failure criteria to examine success or failure of public values in this context. U.S. Food banks do contribute to the success of public sphere, progressive opportunity, sustainability and food security. However, the practice of U.S. food banks also lead to the failure of food security in some conditions. This study develops a new public value failure criterion based on the inherent limitations of charitable service providers. Main findings, contributions, and future directions are discussed.
Universities are considered to be gendered organizational environments, where masculine and feminine characteristics are evident within their processes, practices, images, and through distribution of power. Universities are broadly categorized as two types: research focused and teaching focused universities. Both university types are deeply involved with the education of students but promotional standards for faculty members and the primary focus of these universities is dictated by the categorization of research versus teaching. University structuring is gendered, making them an ideal setting to investigate questions related to identity and psychosocial outcomes. Drawing from gendered theory, social identity theory, social network theory, and social capital theory, I ask the following research question: Does the proportion of women in informal networks influence psychosocial outcomes within gendered university settings?
To examine how psychosocial outcomes are influenced by informal networks, I use survey data from a 2011 National Science Foundation funded national survey of STEM faculty across universities in the United States (U.S.). I find that psychosocial outcomes vary by university type, faculty gender, and a high proportion of women in three types of academic informal networks. I conclude with a discussion about what the results mean for practice and future research.