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.
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Description
This dissertation examines the dynamics of research-practice partnerships (RPPs) through a qualitative multiple-case study that explores the boundary work between university researchers and K-12 practitioners. It is framed within Wenger’s communities of practice theory and focuses on the concept of ‘boundary work,’ which is pivotal in understanding the collaboration and knowledge exchange in these partnerships. The study is titled “A Tale of Two Brokers” reflecting the critical role of individuals who bridge the divide between academic and practical spheres. It argues that the concept of boundary work is critical in understanding and improving the functioning of RPPs, suggesting that more attention should be paid to the role of brokers in facilitating these partnerships. Key findings reveal that effective boundary work in RPPs is contingent on mutual respect, shared goals, and a deep understanding of each community’s values and practices. The study highlights that while researchers and practitioners often have different priorities and approaches, successful brokers can harmonize these differences to create a productive partnership. These brokers often possess qualities such as flexibility, strong communication skills, and a deep understanding of academic and practical contexts.
In conclusion, this study contributes to the broader understanding of how university researchers and K-12 practitioners can effectively collaborate. It underscores the importance of recognizing and nurturing the role of brokers in RPPs, providing valuable lessons for future collaborations between academic researchers and practitioners in various fields.
ContributorsKanavel, Kathie Ann (Author) / Boutot, Amanda (Thesis advisor) / Bowers, Nicole (Committee member) / Going, Mary Kay (Committee member) / Arizona State University (Publisher)
Created2024
Description
Pierce College at Joint Base Lewis – McChord (PCJBLM) is a community college extension campus that is challenged with complying with multiple policies while serving a transient student population amid budget constraints. Through multiple cycles of research, entry-level student services staff expressed concern about their professional development and their ability to contribute meaningfully to initiatives around student success. Student services staff were also concerned with their connection to colleagues and leaders within the unit. Research shows that leaders may need to be more flexible and creative in staff development to appreciate the diverse values and talents of their teams. Research also identifies professional development as essential to solidifying student affairs as a profession and meeting the demands of today’s educational environment.
Through multiple cycles of research, peer-to-peer mentoring was identified as the innovation to address the problem of practice at PCJBLM. The program was evaluated as part of an action research study. The theoretical perspectives guiding of the study were wicked problems, theory of structural empowerment, theory of psychological empowerment, and social learning theory and communities of practice. Peer-to-peer mentoring was evaluated over eight-weeks. Participants were selected via purposeful sampling. Key artifacts produced by participants were reflective journals and an individual development plan (IDP). Multiple qualitative data sources were used to triangulate the results. The quantitative instrument, Conditions of Work Empowerment Questionnaire – II (CWEQ-II), was administered to support learning about the participants’ feelings and perceptions about empowerment. The pre- and post-test (CWEQ-II) measures were used in conjunction with the qualitative sources. Credibility and rigor were addressed through triangulation, prolonged engagement, and member checking.
Results indicate more investigation is needed to address the identified wicked problem. Peer-to-peer mentoring supported a broadened view of the problem practice. The peer-to-peer mentoring program was structurally empowering while not completely psychologically empowering. The participants’ conflicts related to psychological empowerment were identified and will support continued learning in this area. Additionally, through multiple cycles of qualitative analysis, the values of this unit were identified. These values were essential to the developing community of practice. Continued research in empowerment and wicked problems is needed to support the future growth of the community of practice.
Through multiple cycles of research, peer-to-peer mentoring was identified as the innovation to address the problem of practice at PCJBLM. The program was evaluated as part of an action research study. The theoretical perspectives guiding of the study were wicked problems, theory of structural empowerment, theory of psychological empowerment, and social learning theory and communities of practice. Peer-to-peer mentoring was evaluated over eight-weeks. Participants were selected via purposeful sampling. Key artifacts produced by participants were reflective journals and an individual development plan (IDP). Multiple qualitative data sources were used to triangulate the results. The quantitative instrument, Conditions of Work Empowerment Questionnaire – II (CWEQ-II), was administered to support learning about the participants’ feelings and perceptions about empowerment. The pre- and post-test (CWEQ-II) measures were used in conjunction with the qualitative sources. Credibility and rigor were addressed through triangulation, prolonged engagement, and member checking.
Results indicate more investigation is needed to address the identified wicked problem. Peer-to-peer mentoring supported a broadened view of the problem practice. The peer-to-peer mentoring program was structurally empowering while not completely psychologically empowering. The participants’ conflicts related to psychological empowerment were identified and will support continued learning in this area. Additionally, through multiple cycles of qualitative analysis, the values of this unit were identified. These values were essential to the developing community of practice. Continued research in empowerment and wicked problems is needed to support the future growth of the community of practice.
ContributorsLett, James D (Author) / Dorn, Sherman J (Thesis advisor) / Dippold, Lindsey K (Committee member) / Gerhardt, Paul (Committee member) / Arizona State University (Publisher)
Created2018