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Mission Statement Alignment for Partnering and Non-Partnering Land-Managing Organizations

Description

Public and private lands depend on organizations to manage and protect them for the recreational enjoyment of humans and the conservation of biodiversity. Organizations that partner, or co-manage, to manage these lands can combine their resources to reach efficient conservation outcomes for biodiversity protection. How organizations express their priorities publicly through their mission statements are important because of their ability to reach stakeholders. In my thesis research, I collect the mission statements for 1144 organizations that are categorized into two groups of those that partner at least once and those that never partner. I analyze the extent to which they align and the drivers through performing text analysis by creating word clouds, word frequency lists, and identifying themes to categorize the words into for each group of partnering and non-partnering. Comparing partnering and non-partnering organization mission statements, I find that partnering organizations use more conservation-themed language and non-partnering organizations use community/people-themed language more frequently. I also find that the type of organization impacted the words being used, as well as the ratio of these different types of organizations that made up the total group of partnering and non-partnering (federal, local, and non-government organizations (NGO)). Future research could center around the dynamics of the partnerships and the extent to which mission statements play a role in attracting other organizations to partner and their role in clearly reflecting priorities to the public.

ContributorsHarding, Emily (Author) / Kroetz, Kailin (Thesis director) / Iacona, Gwen (Committee member) / Breetz, Hanna (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / School of Geographical Sciences and Urban Planning (Contributor)

Created2021-12

The framing of community in high school guiding statements: a comparative analysis of traditional public schools and charter schools

Description

This study describes how the concept of “community” is framed in traditional public and charter high school guiding statements and interviews with school leaders. Guiding statements from public high schools in Arizona were analyzed and interviews were conducted with principals from traditional public schools and charter school principals. The findings suggested similarities between traditional public high schools and charter high schools in their framing of the concept of community, suggesting that schools are loosely coupled to state and federal education departments in particular, and to varying degrees at the district level: The guiding statements and high school leaders generally distinguished between the “school as community” frame inside the school and the “the local community” frame focused on the community outside of the school. Both traditional public high schools and charter schools emphasized the importance of both frames and their connections with “the local community.” Differences between traditional public schools and charter schools were observed, as schools appeared to attempt to legitimize themselves in different ways to the communities they are located in. Despite open enrollment policies leading to inter-district enrollment, traditional public schools have a mandate to primarily serve students from a specific area and were framed in the guiding statements and by school leaders as being part of and serving a geographically defined community that they have close ties to, the “school as a member of community” frame. Charter schools, on the other hand, focused on creating and serving a specific educational community characterized by shared interests, ideals, and expectations (‘school as community”) and contributing to the community that the school is located in (“school as a contributor to community”).

ContributorsSchreiber, Constantin (Author) / Fischman, Gustavo (Thesis advisor) / Anderson, Kathrine (Committee member) / Powers, Jeanne M. (Committee member) / Beardsley, Audrey (Committee member) / Arizona State University (Publisher)

Created2018