Master of Agribusiness / Department of Agricultural Economics / Kevin Gwinner / This research focuses on factors that serve as motivators or as barriers for consumers in their purchase of local beef. To understand the purchasing habits and preferences of the consumer, a designed survey was used. A convenience population was recruited and encouraged to participate in the survey online. Supporting local agriculture was found to be the highest motivating factor for purchase of local beef within the survey population. That was followed by taste, environment, humane treatment, and health benefits, in that order. Women agreed to all motivating factors at a statistically significantly rate greater than their male counterparts. Price was found to be the largest barrier to the purchase of local beef among the respondents. Lesser barriers were appeal of specifics, convenience, unfamiliar brand, and quality. Statistically significant differences were noted between respondents who had actually purchased local beef versus those that would consider such purchase. Respondents with prior purchasing experience did not perceive the listed barriers to be as inhibitory to their purchase as those who had no prior buying experience. Recommendations produced from this research encourage farmer groups and individual farms to focus on their customer characteristics through key motivating factors, women, and those supporting local agriculture. Finding ways to encourage consumers to try local beef should combat barriers to purchase. Farmers markets should create an experience that customers want to come to and enjoy and individual producers should be relatable and available to customers. Future research could include a large, randomized population of respondents that could give a more accurate description of the typical American consumer with opportunity to expand into other motivating or barrier influences. Other ideas for research could include other motivating and barrier factors, as well as open ended questions and focus groups to gain further insights into the consumer mind with regard to local beef.

Technological enhancements and economic gains are the dominant focus of normalized research of workplace e-learning programs. This is not, however, equivalent to discovering whether or not workers are actually experiencing any socially and culturally meaningful learning from workplace e-learning programs. This thesis advocates socio-cultural inclusiveness research on workplace e-learning programs. Socio-cultural inclusiveness research takes into account the learning needs of workers with respect to their various social differences and culturally unique identities that affect, mediate, and interpret workers’ learning. The intent is to transform perceptions of workplace e-learning programs, from technological artefact to ideational discourses. Discourse Analysis is applied as a socio-cultural approach to ten passages that have been extracted from ten examples of normalized research published over the past decade. This is done to explore whether a normalizing paradigm is noticeable and how such a normalizing paradigm might lead workplace e-learning programs to socially marginalize and culturally exclude workers. To discursively analyze the passages and identify a normalizing paradigm, this thesis applies ‘Discourse model’ as ‘tool of inquiry’. Discourse models reveal heuristic, taken-for-granted assumptions about what is socially normal and culturally representative in talk and text. The normalizing paradigm that does emerge from this cursory analysis, constructs normalized e-learning as the conflation three assumptions: technological proficiency; economic efficiency; and, training consistency. This normalizing paradigm socially justifies workers in the workplace through normalized e-learning. To promote democratized counter discourses, this thesis puts forward critical perspectives, taxonomies, and frameworks that enable praxis of socio-cultural inclusiveness research. This thesis relies on three critical perspectives to discursively resist three formal biases inherent in normalized e-learning that emerge from this normalizing paradigm. Using a critical pedagogy perspective, this thesis reflects on the formal bias of ‘standardization’ and its alignment with ‘training consistency’ to discuss ‘worker-worker’ alienation from ‘pedagogical standardization’. Taking a critical culture perspective, thesis hones in on the formal bias of ‘categorization’ and its alignment with ‘economic efficiency’ to elaborate ‘worker-work’ alienation from ‘cultural categorization’. With a critical history perspective, this thesis focuses on the formal bias of ‘operationalization’ and its alignment with ‘technological proficiency’ to expand on ‘worker-identity’ alienation from ‘ahistorical operationalization’.

This study examines the utility of the Business Cost Recovery (BCR) metric, a social accounting tool that is used by social purpose enterprises in Toronto Enterprise Funds portfolio to separate their business and social costs. This research builds upon the BCR metric developing definitions for social and business costs and a guide to accompany the metric. The researcher tested the reliability of the metric useing test-retest methods with 20 participants. Three social enterprise experts evaluated the validity of the reliability test. The reliability test proved statistically significant, indicating that the BCR metric accompanied by the BCR guide can be used consistently. The BCR metric is a practical tool for the field of social accounting because of the relative ease with which it can be used to distinguish between social and business costs. The definitions created for this research can help mitigate ambiguity that exists across the field of social accounting.

This study examines the utility of the Business Cost Recovery (BCR) metric, a social accounting tool that is used by social purpose enterprises in Toronto Enterprise Funds portfolio to separate their business and social costs. This research builds upon the BCR metric developing definitions for social and business costs and a guide to accompany the metric. The researcher tested the reliability of the metric useing test-retest methods with 20 participants. Three social enterprise experts evaluated the validity of the reliability test. The reliability test proved statistically significant, indicating that the BCR metric accompanied by the BCR guide can be used consistently. The BCR metric is a practical tool for the field of social accounting because of the relative ease with which it can be used to distinguish between social and business costs. The definitions created for this research can help mitigate ambiguity that exists across the field of social accounting.

Technological enhancements and economic gains are the dominant focus of normalized research of workplace e-learning programs. This is not, however, equivalent to discovering whether or not workers are actually experiencing any socially and culturally meaningful learning from workplace e-learning programs. This thesis advocates socio-cultural inclusiveness research on workplace e-learning programs. Socio-cultural inclusiveness research takes into account the learning needs of workers with respect to their various social differences and culturally unique identities that affect, mediate, and interpret workers’ learning. The intent is to transform perceptions of workplace e-learning programs, from technological artefact to ideational discourses. Discourse Analysis is applied as a socio-cultural approach to ten passages that have been extracted from ten examples of normalized research published over the past decade. This is done to explore whether a normalizing paradigm is noticeable and how such a normalizing paradigm might lead workplace e-learning programs to socially marginalize and culturally exclude workers. To discursively analyze the passages and identify a normalizing paradigm, this thesis applies ‘Discourse model’ as ‘tool of inquiry’. Discourse models reveal heuristic, taken-for-granted assumptions about what is socially normal and culturally representative in talk and text. The normalizing paradigm that does emerge from this cursory analysis, constructs normalized e-learning as the conflation three assumptions: technological proficiency; economic efficiency; and, training consistency. This normalizing paradigm socially justifies workers in the workplace through normalized e-learning. To promote democratized counter discourses, this thesis puts forward critical perspectives, taxonomies, and frameworks that enable praxis of socio-cultural inclusiveness research. This thesis relies on three critical perspectives to discursively resist three formal biases inherent in normalized e-learning that emerge from this normalizing paradigm. Using a critical pedagogy perspective, this thesis reflects on the formal bias of ‘standardization’ and its alignment with ‘training consistency’ to discuss ‘worker-worker’ alienation from ‘pedagogical standardization’. Taking a critical culture perspective, thesis hones in on the formal bias of ‘categorization’ and its alignment with ‘economic efficiency’ to elaborate ‘worker-work’ alienation from ‘cultural categorization’. With a critical history perspective, this thesis focuses on the formal bias of ‘operationalization’ and its alignment with ‘technological proficiency’ to expand on ‘worker-identity’ alienation from ‘ahistorical operationalization’.

Doctor of Philosophy / Department of Family Studies and Human Services / Sonya L. Britt / This dissertation, consisting of three studies, explores the factors that influence the financial wellness of employees participating in a workplace financial education program. This dissertation also explores the influence that financial wellness has on the intention to engage in retirement planning activities and perceived retirement preparedness. Data for all three essays was obtained from a Financial Wellness Assessment instrument used in conjunction with a workplace financial education program provided by Financial Finesse (2013). The primary conceptual framework used to guide the three studies was Joo’s (2008) conceptual framework of financial wellness. The first essay examined factors that have been conceptualized as components of financial wellness—financial behaviors, perceived financial knowledge, and financial attitudes. Results showed that employees comfortable with their current level of non-mortgage debt and those with perceived financial knowledge had a greater sense of overall financial wellness. Core financial behaviors and advanced financial behaviors were also found to be associated with financial wellness with core financial behaviors having the biggest effect on financial wellness. Maintaining an emergency fund, having a handle on cash flow, paying credit card balances off in full each month, and paying bills on time were significantly related to greater financial wellness. Personal factors associated with a greater sense of financial wellness included household income, being under age 30, homeownership, being married, and not having children in the household. The second essay examined the influence of various subcomponents of financial wellness on retirement planning intention. Results indicated that retirement was the leading financial topic of interest of employees. Findings also demonstrated that desirable core financial management behaviors and a financial attitude of comfort regarding current non-mortgage debt increased the likelihood of employee intentions to engage in retirement planning activities. Specific financial behaviors associated with retirement planning intention included having a handle on cash flow, paying bills on time, and paying off credit card balances in full each month. Personal factors such as age and income also influenced retirement planning intention as older employees and those with greater household income were more likely to intend to plan for retirement. Having children in the household and non-Caucasian/White ethnicity decreased the likelihood of retirement planning intention. Finally, the third essay utilized Joo’s (2008) conceptual framework of financial wellness to explore factors that predict perceived retirement preparedness. Higher levels of financial satisfaction, perceived financial knowledge, and confidence in current asset allocation increased the likelihood employees demonstrated a sense of retirement preparedness. Core and advanced financial behaviors were also associated with perceived retirement preparedness. Younger employees and household income of $100,000 or more increased the likelihood of perceived retirement preparedness. Results of these three studies demonstrate that financial wellness has a significant influence on perceived retirement preparedness of employees engaged in information seeking activities as part of a workplace financial education program. Key components of financial wellness such as objective financial status, financial knowledge, financial attitudes, financial satisfaction, and financial behaviors were also found to be associated with the intention to engage in retirement planning activities. These findings are relevant to financial counselors, financial planners, financial educators, academicians, and employers dedicated to promoting increased financial wellness among employees.

This thesis traces the history of organization from the society of Ancient Athens, through the medieval Church, the Industrial Age, and the 20th century – the latter characterized by the Bureaucratic, Administratively controlled, and Hierarchical (BAH) organization – until today’s contemporary reality of Ubiquitous Connectivity and Pervasive Proximity (UCaPP). Organizations are rarely, if ever, entirely BAH or entirely UCaPP, but do tend to have tendencies and behaviours that are more consistent with either end of a spectrum delineated by this duality. Valence Theory defines organization as being an emergent entity whose members (individuals or organizations) are connected via two or more of five valence (meaning uniting, bonding, interacting, reacting, combining) relationships. Each of these relationships – Economic, Socio-psychological, Identity, Knowledge, and Ecological – has a fungible (mercantile or tradable) aspect, and a ba-aspect that creates a space-and-place of common, tacit understanding of self-identification-in-relation, mutual sense of purpose, and volition to action. Organizations with more-BAH tendencies will emphasize the fungible valence forms, and primarily tend towards Economic valence dominance; more-UCaPP organizations tend to emphasize ba-valence forms, and are more balanced among the relative valence strengths. The empirical research investigates five organizations spanning the spectrum from über-BAH to archetypal UCaPP and discovers how BAH-organizations replace the complexity of human dynamics in social systems with the complication of machine-analogous procedures that enable structural interdependence, individual responsibility, and leader accountability. In contrast, UCaPP-organizations encourage and enable processes of continual emergence by valuing and promoting complex interactions in an environment of individual autonomy and agency, collective responsibility, and mutual accountability. The consequential differences in how each type of organization operates manifest as the methods through which organizations accommodate change, coordination, evaluation, impetus, power dynamics, sense-making, and view of people. Particular attention is paid to the respective natures of leadership, and effecting organizational transformation from one type to the other. Set in counterpoint against Zen-like, artistically constructed conversations with a thought-provoking interior sensei, the thesis offers a new foundational model of organization for the current cultural epoch that enables people to assume their responsibility in creating relationships and perceiving effects in the context of a UCaPP world.

This thesis traces the history of organization from the society of Ancient Athens, through the medieval Church, the Industrial Age, and the 20th century – the latter characterized by the Bureaucratic, Administratively controlled, and Hierarchical (BAH) organization – until today’s contemporary reality of Ubiquitous Connectivity and Pervasive Proximity (UCaPP). Organizations are rarely, if ever, entirely BAH or entirely UCaPP, but do tend to have tendencies and behaviours that are more consistent with either end of a spectrum delineated by this duality. Valence Theory defines organization as being an emergent entity whose members (individuals or organizations) are connected via two or more of five valence (meaning uniting, bonding, interacting, reacting, combining) relationships. Each of these relationships – Economic, Socio-psychological, Identity, Knowledge, and Ecological – has a fungible (mercantile or tradable) aspect, and a ba-aspect that creates a space-and-place of common, tacit understanding of self-identification-in-relation, mutual sense of purpose, and volition to action. Organizations with more-BAH tendencies will emphasize the fungible valence forms, and primarily tend towards Economic valence dominance; more-UCaPP organizations tend to emphasize ba-valence forms, and are more balanced among the relative valence strengths. The empirical research investigates five organizations spanning the spectrum from über-BAH to archetypal UCaPP and discovers how BAH-organizations replace the complexity of human dynamics in social systems with the complication of machine-analogous procedures that enable structural interdependence, individual responsibility, and leader accountability. In contrast, UCaPP-organizations encourage and enable processes of continual emergence by valuing and promoting complex interactions in an environment of individual autonomy and agency, collective responsibility, and mutual accountability. The consequential differences in how each type of organization operates manifest as the methods through which organizations accommodate change, coordination, evaluation, impetus, power dynamics, sense-making, and view of people. Particular attention is paid to the respective natures of leadership, and effecting organizational transformation from one type to the other. Set in counterpoint against Zen-like, artistically constructed conversations with a thought-provoking interior sensei, the thesis offers a new foundational model of organization for the current cultural epoch that enables people to assume their responsibility in creating relationships and perceiving effects in the context of a UCaPP world.

This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.

This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.