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- Genre: Academic theses
Description
There is a documented gap between research-based recommendations produced by university-based scholars in the field of education in the United States and the evidence that U.S. politicians' use when deciding which educational policies to implement or amend. This is a problem because university-based education scholars produce vast quantities of research each year, some of which could, and more importantly should, be useful to politicians in their decision-making processes and yet, politicians continue to make policy decisions about education without the benefit of much of the knowledge that has been gained through scholarly research. I refer to the small fraction of university-based education scholars who are demonstrably successful at getting scholarly research into the hands of politicians to be used for decision-making purposes as "university-based bipartisan scholarship brokers". They are distinct from other university-based education scholars in that they engage with politicians from both political parties around research and, as such, are able to use scholarly research to influence the education policymaking process. The problem that this dissertation addresses is the lack of use, by U.S. politicians, of scholarly research produced by United States university-based education scholars as input in education policy decisions. The way in which this problem is explored is through studying university-based bipartisan scholarship brokers. I focused on three areas for exploration: the methods university-based bipartisan scholarship brokers use to successfully get U.S. politicians to consider scholarly research as an input in their decision-making processes around education policy, how these scholars are different than the majority of university-based education policy scholars, and how they conceive of the education policy-setting agenda. What I uncovered in this dissertation is that university-based bipartisan scholarship brokers are a complete sub-group of university-based education scholars. They work above the rigorous promotion and tenure requirements of their home universities in order to use scholarly research to help serve the research needs of politicians. Their engagement is distinct among university-based education scholars and through this dissertation their perspective is presented in participants' own authentic language.
ContributorsAckman, Emily Rydel (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Fischman, Gustavo E (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to examine whether a workplace environmental intervention would improve work-related outcomes including productivity, presenteeism and cognition. The secondary aim was to investigate whether work-related outcomes are correlated to observed changes in sitting time, physical activity, and sleep. The study was introduced as part of a naturalistic environmental change in which university staff and faculty were relocated into a new building (n=23). The comparison group consisted of university staff within the same college with no imminent plans to re-locate during the intervention period; there were no environmental changes to this workplace (n =10). Participants wore two behavioral monitoring devices, activPAL and GeneActiv, for 7 consecutive days at two time points (immediately prior and 16 weeks following the office relocation). Measures of productivity and presenteeism were obtained via four validated questionnaires and participants underwent cognitive performance testing. Baseline adjusted analysis of covariance statistical analyses were used to examine differences between groups in work-related outcomes. A residual analysis in regression was conducted to determine the differences between observed changes in sitting time, physical activity and sleep, and work-related outcomes. The results showed that a reduction in work hour sitting time was not detrimental to work related outcomes. Decreased sitting was observed to potentially improve presenteeism and absenteeism. Additionally, physical activity was shown to modestly improve productivity, presenteeism and absenteeism. Poor sleep patterns were associated with work impairment and increased absenteeism.
ContributorsPark, Anna (Author) / Buman, Matthew (Thesis advisor) / Crespo, Noe (Committee member) / Chisum, Jack (Committee member) / Arizona State University (Publisher)
Created2014
Description
Scholarship on the rhetoric of place and space provides ample precedent for the study of structures as rhetorical texts; real and imagined places which convey meaning or memory, particularly monuments, memorials, and museums have been extensively studied, but loci of identity and history in institutions of higher education are under- examined. The following analysis of Arizona State University's Old Main building seeks to fill a gap in the study of place and space. As an entity which produces its own powerful discourses, Arizona State University expresses its historicity and institutional goals through varied and numerous media, but Old Main is one of the most critical, for the structure acts as an ethical proof in ASU's argument for its character, endurance, and worth. This examination addresses how ASU's ethos is articulated through the experiences of Old Main's past and current users, the instructional historical texts and artifacts displayed in the structure, the way that the building is mediated by ASU discourses, and the agency of the edifice itself. This work endeavors to answer Henri Lefebvre's call to improve widespread understanding of spaces as texts and their dialogue with users, and builds on the work of Carol Blair, Richard P. Dober, Diane Favro, and Bruno Latour, as well as that of Henri Lefebvre. To provide full context, this analysis integrates scholarship from the disciplines of campus planning, architecture, classical rhetoric, and the rhetoric of place and space.
ContributorsFulton, Holly Lynn (Author) / Lamp, Kathleen S. (Thesis advisor) / Goggin, Maureen (Committee member) / Rose, Shirley K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This qualitative case study examines the rationales of the relationship between Arizona State University (ASU)--an American public research university--and Tecnologico de Monterrey (ITESM), a Mexican private not for profit research university. The focus of the study is to document the different meanings participants attached to the rationales of this international inter-university relationship. The conceptual framework draws from internationalization of higher education and interpretive policy analysis literature. Qualitative methodologies were utilized in both data collection and analysis. Data consisted of institutional policy documents, a ranking survey, and semi-structured interviews with faculty, administrators, and senior leadership from both universities. This study demonstrates that the rationales of the ASU-ITESM relationship are complex and dynamic. They have a function (e.g., declared, interpreted, enacted) and meanings attached (e.g., type, scope, and priority). Declared rationales were expressed in an ideal state in institutional policy. Those were interpreted by the participants according to their individual sense-making framework, thus becoming the interpreted rationales. Participants acted upon such understandings; these enacted rationales refer to the real rationales shaping the inter-university relationship. Findings also show there were three different categories of meanings participants attached to rationales, based on their type, scope and priority. In terms of type, rationales took the form of values, interests and needs, or expected benefits; they can also be academic, economic, political, or social/cultural. In scope, rationales are broad or specific addressing the relationship overall or specific initiatives within; they target individual, organizational, or societal levels. As for priority, participants interpreted and acted upon rationales with high, moderate or low importance influenced by their job position (e.g., faculty, administrators, senior leadership).
ContributorsCamacho Lizárraga, Mónica Irene (Author) / Ovando, Carlos J. (Thesis advisor) / Allison, Maria T. (Committee member) / Turner, Caroline S. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Barrett, The Honors College at Arizona State University (ASU) serves as a universal role model for organizing the resources of an institution to support highly motivated and prepared students. In 2009, Barrett, The Honors College (Barrett) opened the nation's first purposefully designed undergraduate honors residential college campus. Given the current demand by other American higher education institutions who wish to better understand how Barrett emerged as a distinct and singular model for an honors residential college experience, this action research study explores the effectiveness of the decisions, execution and outcomes central to Barrett's development. Five senior administrators of college units or universities were interviewed and provided insight for constructing a design for how other honors programs and colleges can learn from the challenges and accomplishments presented in developing an honors college for the 21st century while replicating Barrett's success. The study is framed in the overall context of how Barrett actualizes the New American University at ASU in meeting the demand for producing students that can compete in a global marketplace.
ContributorsHermann, Kristen (Author) / Ewing, Kris M (Thesis advisor) / Rund, James (Committee member) / Hesse, Marian (Committee member) / Arizona State University (Publisher)
Created2011
Description
Rapidly increasing demand for technology support services, and often shrinking budgetary and staff resources, create enormous challenges for information technology (IT) departments in public sector higher education. To address these difficult circumstances, the researcher developed a network of IT professionals from schools in a local community college system and from a research university in the southwest into an interorganizational community of practice (CoP). This collaboration allowed members from participating institutions to share knowledge and ideas relating to shared technical problems. This study examines the extent to which the community developed, the factors that contributed to its development and the value of such an endeavor. The researcher used a mixed methods approach to gather data and insights relative to these research questions. Data were collected through online surveys, meeting notes and transcripts, post-meeting questionnaires, semi-structured interviews with key informants, and web analytics. The results from this research indicate that the group did coalesce into a CoP. The researcher identified two crucial roles that aided this development: community coordinator and technology steward. Furthermore, the IT professionals who participated and the leaders from their organizations reported that developing the community was a worthwhile venture. They also reported that while the technical collaboration component was very valuable, the non-technical topics and interactions were also very beneficial. Indicators also suggest that the community made progress toward self-sustainability and is likely to continue. There is also discussion of a third leadership role that appears important for developing CoPs that span organizational boundaries, that of the community catalyst. Implications from this study suggest that other higher education IT organizations faced with similar circumstances may be able to follow the model presented here and also achieve positive results.
ContributorsKoan, R. Mark (Russel Mark) (Author) / Puckett, Kathleen S (Thesis advisor) / Foulger, Teresa S (Committee member) / Carmean, Colleen M (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation is an action research study that had as its primary goal to increase retention of honors college students at Arizona State University by implementing an additional advising session during the fifth semester of their academic career. Introducing additional, strategically-timed support for the honors thesis and demystifying the thesis project was intended to help honors college students make more successful transitions to the final stage of their undergraduate honors careers. This advising session is not only used to demystify the thesis/creative project, but to introduce the student to the logistical elements of the thesis process. Most importantly, this session was designed to encourage students to find a focal interest for the project and to engage them in the process of identifying an appropriate director for this project. To assess the success of the early upper division thesis group advising session, students were asked to identify steps taken to begin the process early. Pre and post-intervention surveys and follow-up interviews were used to determine if the participants had taken steps necessary to complete the thesis. Questions regarding the identification of potential thesis foci, committee member selection, and research question formation were used to measure forward momentum. The early group advising session was successful in assisting 7 of the 9 participants to move one step closer to the completion of their honors thesis completion. However, the degree of movement was less than I expected or predicted. The early group advising session gave voice to our students by soliciting suggestions that might improve the session. Suggested changes included: - Maintain an optimal size group of six to eight students selected by discipline and projected date of graduation - Breakouts for students to discuss thesis topic and committee member selection strategies facilitated by faculty and honors advisors - Upper division students currently completing or who have successfully completed their thesis/creative projects made available to answer questions and provide success strategies - Specialty research librarians invited to demonstrate web based resources - Faculty approved discipline specific thesis/creative projects (models of best practice) available for review during the group intervention
ContributorsPatino, Cynthia (Author) / Clark, Christopher (Thesis advisor) / Wilkinson, Christine Kajikawa (Committee member) / Szecsy, Elsie (Committee member) / Arizona State University (Publisher)
Created2012
Description
Most research on the experience of young women in student service roles in higher education is focused on a reflection of the early career experiences of mid and senior level professionals. Young women enter the field with a set of expectations about the work and their early career experiences need to be uncovered in order to better understand what they expect from their roles in student services. This study focused on the experience of young women in student services and the dynamics they identify as being significant to their work experience. Six women in their mid-twenties working in student service roles participated in two dialogic interviews regarding their work experience. Findings from these women's stories suggest that women are aware of internal and external dynamics that shaped their work experience, and are engaged in their journey toward Self-Authorship along intrapersonal and interpersonal dimensions. Specifically, the women actively chose their career path, looked for opportunities to develop their professional cache, and were impacted by their relationships with their supervisors and colleagues. The women are interested in their professional development in student services in higher education and are active in shaping the experience to meet their expectations. The findings suggest that to understand the experience of young women in student service roles in higher education, women should be asked to share their stories on their early career experiences, including interactions with supervisors and other professional colleagues. By representing these voices in the dialogue on the experience of young women in student service roles, the dynamics that shaped those experiences can be better understood.
ContributorsBeech, Rachel A (Author) / Ewing, Kris M (Thesis advisor) / Calleroz White, Mistalene (Committee member) / Sullivan, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
Higher education institutions in the state of Arizona have experienced a reduction in government funding due to the economic challenges the state is facing combined with an ongoing national recession. Three higher education institutions studied are located in Phoenix, Arizona. The three higher education institutions are Phoenix College, Arizona State University and The University of Phoenix. An analysis of documents made public by each institution was conducted and high level administrators at each institution were interviewed to learn about revenue streams currently active and planned. The results of this set of analyses were presented to the leadership team of Phoenix College in a three-hour strategic planning and priority setting meeting. The action research study assisted Phoenix College administrators in gaining knowledge about and initiating action plans to increase revenue through entrepreneurial strategies. Increased funding is necessary to offset reductions in state aid and property tax revenues. Implementing entrepreneurial strategies to increase funding can promote self-reliance and flexibility and can mitigate the damage to institutional mission success that is threatened by reductions in traditional funding. The strategic planning and priority setting exercise conducted at Phoenix College produced three immediate outcomes: it informed the community of practice about entrepreneurial strategies to increase funding that are in use by higher education institutions located in greater Phoenix, Arizona; it influenced the community of practice to examine entrepreneurial revenue streams and; it committed the leadership team to pursuing and enlarging three additional revenue streams.
ContributorsKakar, Casandra Gwen (Author) / Clark, Christopher M. (Thesis advisor) / De Los Santos Jr., Alfredo G. (Committee member) / Giovannini, Eugene (Committee member) / Arizona State University (Publisher)
Created2011
Description
Employee turnover is a pervasive issue across industries and at all levels of an organization. Lost productivity, hiring, interviewing, training and increased workloads are costs associated with turnover. As an undergraduate admissions professional charged with the enrollment of new freshmen students, I am constantly assessing the health of my team and working to minimize turnover in admission counselor positions. I implemented a six-week mentoring program in my office to increase second-year employee satisfaction, motivation, development and retention at the Arizona State University Undergraduate Admissions Office. Post intervention data were collected through the use of focus groups and self reflection questionnaires. Results show that mentoring is a mutually beneficial experience for mentees and mentors. Mentees reported benefits from the personalized dissemination of information and institutional knowledge by their mentors. Mentors reported that being in a mentoring relationship made them feel their opinions and experiences were valued. Mentoring can be an inexpensive professional development program designed to assist entry-level employees. While attrition cannot be totally eliminated from a workplace setting the study participants reported that the mentoring program made them feel valued even while acknowledging that there are limited opportunities for advancement within the office.
ContributorsPizzo, Melissa (Author) / Clark, Christopher (Thesis advisor) / Calleroz White, Mistalene (Committee member) / Wilkinson, Christine Kajikawa (Committee member) / Arizona State University (Publisher)
Created2012