The problem was to determine how comparable is comparable improvement for campuses in Texas. An alternative strategy for determining comparable improvement was developed using 2000 comparable improvement data provided by the Texas Education Agency for 2,403 elementary campuses. Comparable improvement is a measure that shows how student performance has changed from one year to the next and then compares that growth to 40 schools that are demographically most similar to the target school. Instead of using the most dominant characteristic as in the current process, the percent of students in poverty was the initial sorting characteristic. The impact of sorting by poverty was reviewed in four areas: 1.) the impact on quartile placement, 2.) the TLI average growth for the comparison group, 3.) the award eligibility, and 4.) the changes in comparison group composition. No practical significant difference was found for research questions 1 and 3, however, a practical significant difference was found in group average TLI growth for math and in the comparison group composition. Overall, the alternative process had the greatest impact on campuses with 40-80% poverty. Three possible factors may have influenced the results. First, the middle poverty campuses had the most change in comparison group as found in question 4. Second, the interaction between the middle poverty campuses and the alternative process could have been fueled by the removal of the 1,295 campuses with poverty as the dominant characteristic in current system. Third, the high correlation between poverty and ethnicity may have limited any impact of the alternative process.

Canadian processes such as the Royal Commission on Aboriginal Peoples, the Truth and Reconciliation Commission of Canada, and Comprehensive Land Claims as well as flashpoint events (Simpson & Ladner, 2010) such as the Kanien’kehaka resistance at Kanehsatà:ke and Kahnawà:ke (the “Oka Crisis”) and more recently, the Idle No More movement, signal to Canadians that something is amiss. What may be less visible to Canadians are the 400 years of colonial oppression experienced and the 400 years of resistance enacted by Indigenous peoples on their lands, which are currently occupied by the state of Canada. It is in the context of historical and ongoing Canadian colonialism: land theft, dispossession, marginalization, and genocide, and in the context of the overwhelming denial of these realities by white settler Canadians that this study occurs. In order to break through settler Canadian denial, and to inspire greater numbers of white settler Canadians to initiate and/or deepen their anti-colonial and/or decolonial understandings and work, this study presents extended life narratives of white settler Canadians who have engaged deeply in anti-colonial and/or decolonial work as a major life focus. In this study, such work is framed as living in Indigenous sovereignty, or living in an awareness that we are on Indigenous lands containing their own protocols, stories, obligations, and opportunities which have been understood and practiced by Indigenous peoples since time immemorial. Inspired by Indigenous and anti-oppressive methodologies, I articulate and utilize an anti-colonial research methodology. I use participatory and narrative methods, which are informed and politicized through words gifted by Indigenous scholars, activists, and Knowledge Keepers. The result is research as a transformative, relational, and decolonizing process. In addition to the extended life narratives, this research yields information regarding connections between social work education, social work practice, and the anti-colonial/decolonial learnings and work of five research subjects who have, or are completing, social work degrees. The dissertation closes with an exploration of what can be learned through the narrative stories, with recommendations for white settler peoples and for social work, and with recommendations for future research. / February 2017

Competency-based education is intended to benefit working non-traditional students who have knowledge and skills from prior work experiences, but it also enables self-motivated students to accelerate their time to degree, thereby increasing affordability and efficiency. Competency-based education clarifies what a credentialed student will be able to do and makes assessment more transparent and relevant to those outside of higher education. Competency-based education has arisen in response to the problem defined by the national reform discourses of accountability and affordability. In the first manuscript, History & Objections Repeated: Re-Innovating Competency-Based Education, I review the history of social efficiency reform efforts in American education in order to re-contextualize the “innovation” of competency-based education as a repackage of older ideas to fit the public’s current view of what needs to be fixed in higher education. I discuss the concept of “efficiency” and how it has been interpreted in the past and today with regard to competency-based education and its rejection of an earlier attempt at increasing efficiency in education: the Carnegie credit hour. For the second manuscript, Framing Competency-Based Education in the Discourse of Reform, I analyzed four years of news articles and white papers on competency-based education to reveal the national discourses around competency-based education. I used thematic discourse analysis to identify diagnostic and prognostic narrative frames (Snow & Benford, 1988) that argue for and against competency-based education. These frames were put in the context of the politicized conversation around the current main issues in higher education: access, attainment, accountability, and affordability. Each of these issues provided a foundation of coding the discourse which was then shaped by the context of competency-based education, particularly its positioning as a solution to the Iron Triangle dilemma of decreasing cost while increasing access and quality. The third manuscript, Idea and Implementation: A Case Study of KCTCS’s CBE Learn on Demand, involves an institutional case study of a competency-based education program, Learn on Demand (LOD), within the Kentucky Community and Technical College System (KCTCS). Eleven semi-structured interviews were conducted with student success coaches, faculty, and staff who are directly involved with the program across seven different colleges, and documents such as marketing materials, presentations, and administrator-written articles were also analyzed as a representation of the official discourse of the program. As institutions start to explore and develop competency-based education programs, the faculty and administrators at those institutions are likely influenced by the intersection of pre-existing organizational and subgroup culture, societal beliefs about the definition and purpose of education, and how innovations may shape the experiences of individuals. Through interviewing individuals, I was able to parse out the impacts of both institutional politics and innovation-related concerns on the success of implementation.

The manner in which public servants are held to account and the purposes of accountability at the bureaucratic level is a relatively unexplored field. This dissertation is comprised of three separate studies investigating hierarchical accountability, the accounting officer system in Canada, and accountability among public servants. Together, they address critical questions: i) how can existing theory on accountability be reconciled with hierarchy and the delegation of authority; ii) the principles and practices of the accounting officer system; and iii) internal public service accountability mechanisms. This dissertation explores whether we can develop — and implement — a systematic approach to empirically investigating how accountability is practiced, as a means of advancing our theoretical and practical understanding of accountability. The three studies draw on evidence collected over a four-year period, including interviews with public servants conducted in Australia, Canada, and the Netherlands. Some of the key theoretical perspectives evaluated include an adapted version of Aucoin and Heintzman’s (2000) framework on accountability and performance management and, Bovens, Schillemans and ’t Hart’s (2008) practices and purposes of accountability framework. The conclusions of the dissertation are threefold: first, that while overall the normative purposes of accountability as described in the frameworks (democratic control, assurance, learning and results) are, to a substantial degree, observed in practice, there are nonetheless some serious deficiencies in our understanding of the purposes of accountability; second, there is considerable variation in practices from jurisdiction to jurisdiction and, within each specific jurisdiction, specific practices are shaped to a considerable degree by the institutionalized context in which these practices are carried out; and third, an empirical approach to studying accountability practices offers a promising way to address the lack of empirical knowledge, and a way to bolster both our theoretical and practical understanding of actual accountability practices. / Graduate / 0617 / 0615

Following the controversial Federal election in Ethiopia in 2005, in which the ruling party regained power amidst allegations of state-sanctioned violence, the World Bank, along with other bilateral donors, stopped providing Direct Budget Support. In 2006, the Bank formed an agreement with the Ethiopian Government for an International Development Association (IDA) grant for the Protection of Basic Services. The project design for the grant was one of the most complex in the Bank's operations worldwide and featured a component for the implementation of social accountability, financed by a Multi-donor Trust Fund. This thesis critically examines the evolution within the Bank of this policy of 'social accountability' in relation to aid. Situated within the literature on the re-politicisation of aid, it questions the plausibility of implementing such a policy in Ethiopia where the dominant party was seeking ways to extend its power over society. Fieldwork for this thesis was conducted at the World Bank in Washington D.C. and in Ethiopia: in Addis Ababa, and in the region of Tigray. The evidence assembled in this thesis is drawn from 135 semi-structured interviews and a range of primary source documents. Using an historical method, this thesis argues that the primary purpose of social accountability was rhetorical and the deployment of this language by actors was cynical. Not only did donors have a limited purchase on a complex social reality in Ethiopia, but they also tolerated the misuse of social accountability by the dominant party to extend the power of the state. What was produced in Ethiopia was radically outside of what donors imagined, although they were remarkably relaxed about this fact. This thesis challenges the conventional assumptions that actors in aid negotiations are rational and that aid programs involve the imposition of rationalising high-modernist schemes.

The following research examines current approaches to corporate social responsibility (CSR) in the knowledge intensive services sector of industry. The primary aim of this research is the development of a conceptual framework that informs the development and continuous review of the CSR process for businesses that operate in these sectors. It is anticipated that the framework can also play a role in facilitating compliance with section 172 of the Companies Act in the United Kingdom. To enhance the prospect of achieving the primary research aim the following supplementary objectives were also identified: 1) To critically evaluate current approaches to CSR in the knowledge intensive services sector. 2) To determine the appetite and expectation for stakeholder focused governance in the knowledge intensive services sector. 3) To evaluate responses to constraining and enabling characteristics of CSR in the knowledge intensive services sector. 4) To explore the potential role and implications of a CSR guidance framework for the knowledge intensive services sector. This research utilises a multiple case study approach with a focus on three case study subjects, each of whom are market leaders in their respective (knowledge intensive services) sectors of industry and each of whom have demonstrated significant investment and success in their approaches to CSR to date. Qualitative methodology was employed to collect the primary data whilst quantitative methods were employed for the collection of supplementary data for the purposes of triangulation. Using grounded theory methodology, the qualitative data was analysed and the findings conceptualised and coded. This resulted in four key categories being identified and linked to a core category and forms the basis of the ultimate framework. Grounded theory analysis also accounts for the compilation of the supplementary propositions which accompany the framework. This research evidences an acceptance of the need for a more stakeholder focused approach to corporate governance in the knowledge intensive services sector and the resultant framework provides a pathway through which this can be achieved.

This was a qualitative study designed to document the historical process which brought about a performance-centered accountability (or results-based) system in educator preparation in Texas as reflected in the documents of the first 17 institutions approved under the new approval process for educator preparation. The study will also serve as a historical record which used the change process in political systems to analyze the adoption of the Accountability System for Educator Preparation (ASEP). Additionally, the study provided a thorough review of the literature on Michael Fullan's Change Process Model and David Easton's Political Systems Model.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

This study is a case study of an institutional transformational change effort in an urban research university. The study's focus is on the impact of The Milwaukee Idea on faculty and students as the soul of the university. Literature on transformational change in higher education focuses on the processes for launching this type of change and the role of formal change leaders. Less is known about the impact of transformational change on faculty and students. Relevant literature on change and institutional culture informed this study, including Kotter (1996), Wilber (1998), Cutright (2001), Peterson and Spencer (2000), Kezar and Eckel(2000), and Astin (2001). National projects sponsored by ACE and the Kellogg Foundation are also reviewed. Sense-making emerges as a critical construct in understanding the culture and values of students and faculty.Findings reveal that the change agenda brought cultural values around civic engagement, interdisciplinary work, and collaboration to the forefront of the institutional agenda. Faculty has engaged in new and enhanced work as a result of The Milwaukee Idea initiatives, while traditional university structures, including the faculty reward system, have been maintained. Students were recipients of the change agenda, but not active in its development. Community members have new expectations for their involvement in the university and the university's ability to contribute to the public good. There is an understanding in the community and at the university that their two fates are linked.The aggregate of faculty and student participants do not report a deep, pervasive impact on their culture and experiences. The Milwaukee Idea brought change to the university in new programs and centers, but it was not transformational. What The Milwaukee Idea did do is bring forward values within the culture and establish the university as a more visible presence and force in the local community.

This non-experimental, census survey included the elementary, middle, and high school principals at the comprehensive schools within a large, suburban school division in Virginia. The focus of this study was the factors that influence building administrators in using data to make instructional decisions. The purpose was to discover if there is a difference in the perceptions of elementary, middle, and high school principals of data use to make instructional decisions within their buildings. McLeod’s (2006) Statewide Data-Driven Readiness Study: Principal Survey was used to assess the principals’ beliefs about the data-driven readiness of their individual schools. Each principal indicated the degree to which they agreed or disagreed with statements about acting upon data, data support systems, and the data school culture. Twenty-two items aligned with four constructs identified by White (2008) in her study of elementary school principals in Florida. These four constructs or factors were used to determine if there was a significant difference in principal beliefs concerning teacher use of data to improve student achievement, principal beliefs regarding a data-driven culture within their building, the existence of systems for supporting data-driven decision-making, and collaboration among teachers to make data-driven decisions. For each of the survey items a majority of the responses (≥62%) were in agreement with the statements, indicating the principals agreed slightly, agreed moderately, or agreed strongly that data-driven decision-making by teachers to improve student achievement was occurring within the building, a data-driven culture and data supporting systems exists, and teachers are collaborating and using data to make decisions. Multiple analyses of variance showed significant differences in the means. Some of these differences in means were based on the principals’ assignment levels. While both groups responded positively to the statement that collaboration among teachers to make data-driven decisions, the elementary principals agreed more strongly than the high school principals. When mediating variables were examined, significance was found in principals’ beliefs concerning teacher use of data to improve student achievement depending on the years of experience as a principal. Principals with six or more years of experience had a mean response for Construct 1 of 4.84 while those with five or less years of experience had a mean of 4.38, suggesting that on average those principals with more experience had a stronger belief that teachers are using data to improve student achievement. There is significance between the means of principals with three or fewer years versus those with more than three years in their current assignment on two of the constructs – a data-driven culture and collaboration among teachers. Principals with less time in their current position report a slightly higher agreement than their less experienced colleagues with statements about the data-driven culture within their school. Significant difference was also found between principals’ beliefs about teacher collaboration to improve student achievement and their beliefs regarding collaboration among teachers using data-driven decision-making and the school’s AYP status for 2008-2009. Principals assigned to schools that had made AYP for 2008-2009 moderately agreed that teachers were collaborating to make data-driven decisions. In comparison, principals assigned to schools that had not made AYP only slightly agreed that this level of collaboration was occurring in their schools.