Matching Items (17)
Description
After decades of dormancy, character is re-emerging as an important research topic among organizational leadership researchers in response to the need to better explain the source of certain exemplary and ethical leader performance (Hannah & Avolio, 2011; Leonard, 1997; Thompson & Riggio, 2010; Wright & Goodstein, 2007). However, efforts to operationalize character are criticized for their abstract and idealistic trait-based conceptualizations that fail to capture the reality of leadership and situational dynamics (Conger & Hollenbeck, 2010). The purpose of this study is to develop a more robust theoretical approach to character that is empirically grounded in the real life complexities of leadership. Combat provides the context for this study because the adversity of such an extreme context tends to make character a more salient and readily observable phenomenon than in more conventional organizational contexts (Wright & Quick, 2011; Hannah, Uhl-Bien, Avolio, & Cavarretta, 2009). I employed an ethnographic grounded theory design to gain a unique insider's perspective absent in many studies of leader character (Charmaz, 2009; Parry & Meindl, 2002). Data collection involved (1) physically embedding for six months with U.S. Army small unit infantry leaders operating in combat in Afghanistan; (2) participant observation in the full range of combat activities engaged in by these leaders; and (3) in-depth semi-structured interviews with key informants. An important contribution of this study is that the emergent concept of leader character is fully situated in the leader's social and environmental context represented by the leader's inner struggle to resist the adversity of combat and uphold the standards of leadership. In this dialectical framework, certain agentic resources important to resolving this inner struggle emerge as the locus of leader character. This agency-based concept of character is rooted in the internalization of the standards of leadership through identity-conferring normative commitments and entails particular motivational and volitional capacities. These produce a distinct mode of functioning--a strong form of personal moral agency--characterized by the leader's willingness to sacrifice in upholding standards in the face of adversity. This primacy of leader agency over adversity is the hallmark of leader character--what I call the character to lead.
ContributorsJennings, Peter L. (Author) / Corley, Kevin (Thesis advisor) / Waldman, David (Thesis advisor) / Hannah, Sean T (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation examines the organizational discourse of business meetings in a Kuwaiti financial organization (Innovative Kuwait Co., pseudonym) and an American non-profit trade organization (Global Phoenix, pseudonym). Specifically, I explore the discourse and social identities, agency, and power used in staff members' task-oriented business meetings (Bargiela-Chiappini & Harris, 1997). The study is based on ethnographic business meetings data collected during eight months of fieldwork in 2010, 2011 and 2012. I used three major qualitative methodologies: observation, audio recording, and feedback focus group. In this study, I propose three research questions: 1) How does agency of staff members reflect membership in the corporate culture of an organization as a whole? 2) How is power used in relation to agency in business meetings? And 3) How are discourse and social identities of staff members enacted in business meetings? The analyses of ethnographic and fieldwork data demonstrate similar and different business linguistic behaviors in the two companies. In Innovative Kuwait Co., male managers are responsible for opening and closing the meetings. They also perform power by using language directives and suggestions directed to staff members. In contrast, female staff members in the Kuwaiti company participated insignificantly in meetings and produce more nonverbal cues. However, in one meeting, a female manager organized the discussion by controlling topics and giving directions. In Global Phoenix, female managers outnumber their male counterparts; therefore, agency, power, discourse, and social identities are performed differently. Female managers are responsible for opening and closing the meetings and for organizing the overall discussions. Additionally, female and male staff members participate equally and they interrupted their colleagues less frequently compared to staff members in Kuwait. Interestingly, American staff members laugh and joke more together than staff members in Kuwait. The findings of this dissertation will contribute to existing linguistic literature on business discourse and the examination of social meanings and structures in organizations, explaining how language shapes the actions and relationships of business staff members. This dissertation will also encourage business people to become mindful of the role of language and language training in developing and maintaining the corporate culture of their organizations.
ContributorsAlHaidari, Fatma M. (Author) / Adams, Karen L (Thesis advisor) / Prior, Matthew (Committee member) / Broome, Benjamin (Committee member) / Arizona State University (Publisher)
Created2012
Description
Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if higher agency roles of a designer or teacher enhances cognitive engagement and improves learning when compared to the conventional role of a learner. Improved learning outcomes were observed from the pretest to posttest for the learner, designer, and teacher role. Participants engaged with higher agency roles did not demonstrate more growth from pretest to posttest when compared to the control group, but participants in the teacher role outperformed those in the designer role. Additionally, reading ability did not impact learning gains across groups. While students who engaged with higher agency roles did not achieve greater learning outcomes than students in the control group, results indicate a learning effect across groups. Results of this study suggest that it was underpowered. Further research is needed to determine the extent of the impact that higher agency roles have on learning outcomes.
ContributorsNovak, Kyrsten (Author) / Roscoe, Rod (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2018
Description
Adaptation and transformation have emerged as a key themes for human-environment research, especially in the context of rapid social-ecological changes. The 2008 global financial crisis constitutes a major driver of change with social-ecological ramifications that have yet to be fully explored. Using Greece, the poster child of the euro-crisis as a case-study, this dissertation examines how adaptive capacity is mobilized and even enhanced in times of crisis, paying particular attention to the role played by natural capital. To do so, I focus on the back-to-land trend whereby urbanites seek to engage in food production post-crisis (2008-onwards). In-depth qualitative analysis of back-to-landers’ motivations, experiences, and challenges is integrated with quantitative data about household demographics, incomes and assets, and land management characteristics. The dissertation is organized in three main result papers (chapters). The first seeks to understand why people turn to the land in times of crisis, and the role played by agency. The second analyzes the various assets that people mobilize in order to go back to the land, paying particular attention to the different mobilities necessary for their livelihood transformation. The third examines environmental safety nets in terms of material and non-material benefits that ecosystems provide to people. This research contributes to a wider social-ecological scholarship that seeks to understand how people adapt and transform when confronted with crises, focusing on how land and associated ecosystem services contribute to the resilience of these households, and the role played by agency in this process.
ContributorsBenessaiah, Karina (Author) / Turner II, Billie L. (Thesis advisor) / Eakin, Hallie (Committee member) / Chan, Kai M.A. (Committee member) / Arizona State University (Publisher)
Created2018
Description
With each new Disney princess being hailed as finally representing a strong, positive female role model, the images presented by older princesses come into question. This investigation delves into the messages put forth by the Disney princess films and the way in which these ideas are developed within each of their movies. By defining the core of feminism to revolve around agency and the freedom of choice available to the women in the films, each princess' adherence to feminist values was analyzed. All current and expected Disney princesses were evaluated (Snow White, Cinderella, Aurora, Ariel, Belle, Jasmine, Pocahontas, Mulan, Tiana, Rapunzel, Merida, Anna, and Elsa). The princesses were split into five categories to offer comparison and conclusions between women with similar characteristics: the Traditionals, the Dreamers, the Adventurers, the Rebels, and the Non-Conformists. Major findings include the evolution of the marriage ideal presented by Disney, the issue between race and labor within the princess franchise, and the amount of agency each princess is allowed in her movie. Disney presents many stories where the individual wishes of a princess class with her society or community, but not all princesses are successful in going against their cultural values. A majority of the princesses do exercise their agency in their films, but this is done with varying degrees of freedom and choices available to them. Disney's representation of traditional love stories has slowly evolved, now allowing women to pursue other dreams concurrently with romance, or even dreams entirely devoid of love. Disney has also made an effort to branch out with princesses of color and from other cultures, yet these films often end up presenting a cultural critique as opposed to a feminist critique of gender roles. The franchise also seems to present labor as a form of oppression which white princesses must escape while princesses of color do not receive the same respite or salvation at the end of their films. White princesses end with a life of luxury and relaxation that isn't afforded to Disney's princesses of color. Though there is much room for improvement with future Disney princess films, the past princesses are not necessarily as "anti-feminist" as they have been portrayed. Each princess exhibits more autonomy and agency than the last, providing more paths and options for young girls to consider as they grow up watching these films.
ContributorsFerrero Mendoza, Vanessa Cristina (Author) / Dove-Viebahn, Aviva (Thesis director) / Kitch, Sally (Committee member) / Chemical Engineering Program (Contributor) / School of International Letters and Cultures (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
ContributorsDolan, Kattie (Author) / Leong, Karen (Thesis director) / Wilson, Bradley (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Scholars have highlighted the role of disturbance and crisis, including disasters, in enabling systemic change towards sustainability. However, there are relatively few empirical studies on how individuals and organizations are able to utilize disasters as opportunities for change towards sustainability. This dissertation addresses three questions applied to two case studies: First, what changes were pursued in the aftermath of disasters, and to what extent did these changes contribute to sustainability? Second, how were people (and their organizations) able to pursue change towards sustainability? Third, what can be learned about seeing and seizing opportunities for change towards sustainability in disaster contexts and about sustaining those introduced changes over time?
The research entailed the creation of a theoretical framework, synthesizing literature from disaster studies and sustainability transition studies, to enable cross-case comparison and the appraisal of sustainability outcomes (Chapter 1). The framework was applied to two empirical case studies of post-disaster recovery: the 2004 Indian Ocean Tsunami in Aceh, Indonesia (Chapter 2), and the 2010-2012 series of earthquakes in the greater Christchurch area, New Zealand (Chapter 3).
The research revealed no systemic change towards sustainability in either case, although change towards sustainability was pursued in various areas, such as housing, educating, caring, and engaging in governance. Opportunities for sustainability emerged at different points following the disaster; change processes are ongoing. The sustainability changes were supported by “Sustainability Change Agents” (SCAs): people who were able to see and seize opportunities for change towards sustainability in the midst of disaster. SCAs were characterized as individuals with various attributes, starting with an ability to perceive opportunities, catalyze others to support this risk-taking endeavor, and stay in the endurance race. The study concludes with some recommendations for interventions to inform pre-disaster sustainability planning. These avenues include a toolbox and a curricular approach that would educate and enable students as future professionals to see and seize opportunities for change towards sustainability in disaster contexts (Chapter 4).
The research entailed the creation of a theoretical framework, synthesizing literature from disaster studies and sustainability transition studies, to enable cross-case comparison and the appraisal of sustainability outcomes (Chapter 1). The framework was applied to two empirical case studies of post-disaster recovery: the 2004 Indian Ocean Tsunami in Aceh, Indonesia (Chapter 2), and the 2010-2012 series of earthquakes in the greater Christchurch area, New Zealand (Chapter 3).
The research revealed no systemic change towards sustainability in either case, although change towards sustainability was pursued in various areas, such as housing, educating, caring, and engaging in governance. Opportunities for sustainability emerged at different points following the disaster; change processes are ongoing. The sustainability changes were supported by “Sustainability Change Agents” (SCAs): people who were able to see and seize opportunities for change towards sustainability in the midst of disaster. SCAs were characterized as individuals with various attributes, starting with an ability to perceive opportunities, catalyze others to support this risk-taking endeavor, and stay in the endurance race. The study concludes with some recommendations for interventions to inform pre-disaster sustainability planning. These avenues include a toolbox and a curricular approach that would educate and enable students as future professionals to see and seize opportunities for change towards sustainability in disaster contexts (Chapter 4).
ContributorsBrundiers, Katja (Author) / Eakin, Hallie C (Thesis advisor) / Sarewitz, Daniel (Committee member) / Awotona, Adenrele (Committee member) / Arizona State University (Publisher)
Created2016
Description
A sequential mixed-methods action research study was undertaken with a group of 10th-grade students enrolled in a required English course at an independent secondary school. The purpose of the study was to investigate students' negotiation of agentic writer identity in a course that featured a three-strand intervention: (a) a high degree of student choice; (b) ongoing written self-reflection; and (c) ongoing instruction in mindset. The researcher drew on self-determination theory and identity theory to operationalize agentic writer identity around three constructs—behaviors, identity, and belief. A questionnaire was used to identify an array of cases that would illustrate a range of experiences around agentic writer identity. Questionnaire data were analyzed to identify a sample from which to collect qualitative data and to identify prominent central relations among the three constructs, which were further explored in the second stage through the qualitative data. Qualitative data were gathered from a primary group of six students in the form of student journals and interviews around the central constructs of writing belief, writing behavior, and writer identity. Using a snowballing sampling method, four students were added to the sample group to form a second tier of data. The corpus of qualitative data from all 10 students was coded and analyzed using the technique of re-storying to produce a narrative interpretation, in the style of the Norse saga, of students' engagement in agentic writing behaviors, espousal of agentic writing beliefs, and construction of agentic writer identities. A defense of the chosen narrative approach and genre was provided. Interpretation of the re-storied data was provided, including discussion of interaction among themes that emerged from the data and the re-storying process. Emergent themes and phenomena from the re-storied data were realigned with the quantitative data as well as with the constructs that informed the survey design and sampling. Implications for classroom teachers, as well as suggestions for further research, were suggested.
ContributorsAvery, Andrea, 1977- (Author) / Buss, Ray (Thesis advisor) / Carlson, David L. (Committee member) / Henriksen, Danah (Committee member) / Rende, Richard (Committee member) / Arizona State University (Publisher)
Created2017
Description
In the past two decades, the population of so-called "foreign brides" in Taiwan has increased significantly. "Foreign brides" are female immigrants from Southeast Asian countries who have married Taiwanese men through marriage brokers. The term "new immigrant women" is used in this study to describe this particular group of women because it is a self-identified, less derogatory term. New immigrant women's families are at significant disadvantages with their low social class, the commodified nature of marriage, and societal discrimination against them. Guided by a feminist epistemology and grounded in family studies and eco-cultural theories, this study explores this particular group of immigrant women's educational beliefs, practices, and agency manifested through their motherhood. The following research questions guide this study: 1) How do new immigrant women experience their motherhood? 2) How do new immigrant women conceptualize and contextualize their mothering experiences? 3) How is agency developed and displayed in new immigrant women's mothering practices? How does agency influence new immigrant women's mothering practices? 4) What are new immigrant women's mothering beliefs and practices? 5) What are the specific practices related to children's schoolwork in which new immigrant women are engaged? 6) What are the implications of new immigrant women's perspectives on motherhood for their education, including adult education and parenting education? Twenty-five immigrant women originally from various Southeast Asian countries who had at least one child participated in the study. They were interviewed at least two times and the interview duration ranged from one hour to four hours. All interviews were audio recorded and conducted in Mandarin Chinese, Holo Taiwanese, and English by the researcher. Constructionist grounded theory was utilized to analyze data. The findings suggest that new immigrant women's educational beliefs, practices, and agency are strongly influenced by interaction between their original cultural background, social class, family-in-law, and the ecology of the community in which they are situated. New immigrant women demonstrated dynamic mothering practices and developed agency from their mother role. The results can help policy makers to refine a framework to develop educational programs for these parents that are effective and more supportive of their children's development.
ContributorsChen, Tzu-Hui (Author) / Moore, Elsie (Thesis advisor) / Fonow, Mary Margaret (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2010
Description
This qualitative study uses the theoretical concepts of identity, agency, and power to explore the ways in which students in their moment-to-moment interactions enact identities, agency, and power as they engage in the activity of writing and participate in a writing workshop. This research highlights what happens to writers as they engage in writing processes with one another and moves away from interpreting what happens between students as only cognitive or behavioral phenomenon. Additionally, through the lenses of identity, agency, and power, the complexity of what it means to be a writer in a writing workshop is made visible. Data for the study were collected over a five-month period and include observations of children participating in a third-grade writing workshop, written field notes, and detailed recording of the actions and interactions among the students as well as the teacher and students to capture the time, space, and participants' activity during the writing workshop. Whole class and small-group interactions were video and/or audiorecorded daily for later transcription, observation and reflection. Semi-structured informal interviews and informal talks with the students and the teachers were conducted and recorded on a regular basis, and the students' written work and other related artifacts were collected to examine the students' work as writers. The research reveals three major themes: 1) students enact multiple identities to serve a variety of purposes; 2) students enact agency in the ordinary and everyday practices of the writing workshop to change their present interactions, circumstances, and conditions; and 3) in their microlevel interactions, students enact macrolevel notions of power that shift classroom as well as peer relations. Additionally this study reveals the ways in which students use their written texts as evidence to substantiate the claims they are making about themselves and about others as learners and as people.
ContributorsKander, Faryl Leigh (Author) / Smith, Karen (Thesis advisor) / Edelsky, Carole (Committee member) / Hudelson, Sarah (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2010