This qualitative study examined the experiences of Saint Mary’s High School alumnae from the freshman class of 1949 through the graduating class of 2010 in order to identify what has sustained the school over the decades. Years after graduation, alumnae held memories of their school experiences that resulted in personal and long-lasting qualities that continue to have significant impacts on individuals and the institution. Data was gathered through written journals and interviews. The Appreciative Inquiry (AI) model was used to analyze the context of alumnae experiences. Using the AI model, multiple categories arose as positive notables mentioned by the participants. The prominent themes contributing to school sustainability were pastoral care, mission, tradition, and community. These sustaining characteristics, which are still exhibited in the lives of current laity and students, were linked to the original charism brought to the school through the Sisters’ order. Student success and satisfaction are critical to sustaining Catholic schools as tuition continues to rise and enrollment in Catholic schools’ decline. Saint Mary’s High School, and other similar Catholic schools, should consider strengthening their identity through mission-related activities and values. The findings of this study suggested that sustaining Catholic school environments may be as simple as becoming reacquainted with their original missions. Results of this study showed that Catholic school leaders and faculty are successfully transmitting the same values and mission-driven messages as their predecessors. Emphasizing a holistic and compassionate school setting is vital to the overall success of each student and the longevity of schools.

The research started in a school context where the teachers were severely affected by the changes in and closing of their school. In my qualitatively based research project, I embarked with the research participants on a pastoral, narrative- and appreciative inquiry approach which assist the teachers to deal more efficiently with the effects of the changes they experienced. By sharing and reflecting on their stories, a climate that's conducive to their well-being was constructed. I describe how my participatory action research invited the teachers to be active research participants, who are responsible for their own construction of richer or alternative meanings in their lives. / Practical theology / M. Th. (Pastoral Therapy)

Organisations need to learn from their current and past experiences to optimise their activities, decisions and future strategies. Non-governmental organisations are similar to public or governmental departments in that learning is crucial for their existence. One of the key factors influencing learning is the development and maintenance of a functional organisational memory. The organisational memory is a dynamic entity encompassing more than the storage facilities provided by an information technology system. It also resides in human form, acting as reservoirs and interpretation centres and feeding the organisational memory as a whole. Previous research in organisational memory focussed mostly on describing the structure of the storage systems, with the current focus on developing management information systems to enhance organisational memory storage and retrieval. Some work has been undertaken to describe the processes involved, which include accessing, storing and retrieving the memory. Other functions that need special attention are the development of data to information, and especially creating and using knowledge. The studies mostly involved existing organisational memory as it was represented at a specific time of the organisations’ development. This study looks at all the different developmental phases of a regional NGO, which include start-up, expansion in target territory, expansion in activities, consolidation and close-out. To investigate the temporal changes of organisational memory in a regional intermediary NGO, a retrospective case study methodology was used. The NGO was closing down, providing an opportunity to investigate all the stages of development. The data collection, analysis and interpretation involved various in-depth interviews with current and past staff members and other key stakeholders, such as beneficiary organisations and consultants. In addition, a complex set of documents were studied, including proposals, strategic documents, minutes of meetings, and audiovisual material. The main themes and factors, such as individuals, leadership, electronic and other management of the organisational memory, culture, including the importance of a vision and theory of change, policies and global developments are discussed using a temporal ecological framework. The key findings of this study illustrate the importance of directories as part of the metamemory in accessing seemingly dormant organisational memories. The conclusion is that organisational memory survives after the demise of the organisation and that it is accessible through directories. / Psychology / Ph. D. (Consulting Psychology)

Twenty-first century schools are complex organizations that serve individual students’ needs while meeting accountability and assessment demands. Effective leadership balances these diverse responsibilities through collective work of the shareholders in order to assure high levels of learning for all. This qualitative study examined Response to Intervention (RTI) implementation in two high performing high schools in Kentucky. Both schools were classified as distinguished on the 2014-15 Kentucky School Report Card. One school has a long-standing tradition of high performance. The other school’s journey to high performance involved moving from a Needs Improvement School to a School of Distinction. The 4-D Appreciative Inquiry (AI) Theory was used to explore the collective leadership practices of the two high schools. Data collection instruments and protocols followed the four AI phases (discover, dream, design, and deliver). Data were collected through observations, site visits, artifact reviews, individual interviews and and focus groups. The effective schools characteristics, RTI core traits, and collective leadership practices provided the context for the study design. In studying the RTI implementation process, evidence of effective schools characteristics, RTI core traits, and collective leadership practices were observed. Both schools focused intentionally on core instruction as an integral part of the RTI implementation process. The data concluded that the schools continue to make progress in meeting more students’ needs. Both schools have strategic plans to discover, dream, design, and deliver new ways to maximize the collective strengths of the school community. Evidence of each phase of AI emerged in the stories, conversations, and artifacts at both schools.

Creating meaningful and effective professional development (PD) programs for K-12 teachers is an ongoing challenge. The problem is exacerbated when PD models are implemented without fully aligning PD resources and plans with the training needs of teachers and the organization. The guiding question sought to understand the experiences of teachers at an online charter school about the implementation of PD as a means for improving student outcomes. The purpose of the study was to find ways to enhance PD in order to improve student outcomes at the school. The conceptual framework for this study is interwoven through the constructs of student-centered learning, adult learning theory, transformational learning, self-directed learning, and emotional intelligence (EI). A qualitative case study was used in an appreciative inquiry approach that included a document review, written response survey, a positive assessment of EI skills, and focus group interview with 5 teacher participants. The EI data were analyzed using descriptive statistics to create an average EI profile for the group, and qualitative data were analyzed using inductive and comparative techniques. The results indicated that the teachers desired more focused PD that aligns to organizational goals, is collaborative, and includes support from leadership. Results informed the design of a workshop for school administrators focused on designing a PD implementation plan. This study promotes positive social change by increasing understanding of teachers' professional learning experiences and proposes a research-derived PD planning and implementation cycle in order to increase student achievement at the school.

There is abundant evidence verifying that patients benefit when nurses communicate better; therefore improving team dynamics will positively impact patient care and improve nurse engagement resulting in many positive outcomes for teams. This applied action research study assessed the research question: “What is the experience of team work and team dynamics among members of a multidisciplinary nursing team from a Licensed Practical Nurse perspective?” The experiences of licensed practical nurses (LPNs) and key external leaders (KELs) are explored and analyzed drawing from current literature in the field of teams in health, organizational culture in health, and transformative learning in health. Historical and leading communication, organizational culture, and leadership theories guide this study. During focus groups and interviews, the researcher and participants were influenced to generate new knowledge and insight on team dynamics, through appreciative inquiry. Manifest and latent content analysis identified key themes within each of the subtopic themes, generating a number of recommendations for future action. Through the identification of similar and unique perspectives between the literature and participants in this study, the action research goals of empowerment and emancipation of team members was dynamically met for research participants. Keywords: nursing; team dynamics; communication; collaboration; culture; leadership

“much of what we know about leadership is today redundant because it is literally designed for a different operating model, a different context, a different time” (Pascale, Sternin, & Sternin, p. 4). This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents. The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs). Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence. The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning. This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.

Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes, or systems based on success stories using a hopeful vision for an ideal future. Spanning five studies, Appreciative Inquiry was evaluated for its effectiveness with eliciting user requirements. In the first two cases, it was compared with traditional approaches with end-users and proxy-users. The third study was a quasi-experiment comparing the use of Appreciative Inquiry in different phases of in the software development cycle. The final two case studies combined all lessons learned using Appreciative Inquiry, with multiple case studies to gain additional understanding for the requirements gathered during various project phases. Each study evaluated the requirements gathered, developer and user attitudes, and the Appreciative Inquiry process itself. Requirements were evaluated for the quantity and their type regardless of whether they were implemented or not. Attitudes were evaluated for process feedback, as well as requirements and project commitment. The Appreciative Inquiry process was evaluated with differing groups, projects, and project phases to determine how and when it is best applied. Potentially interceding factors were also evaluated including: team effectiveness, emotional intelligence, perceived stress, the experience of the facilitator, and the development project type itself. Appreciative Inquiry produced positive results for the participants, the requirements obtained, and the general requirements eliciting-process. Appreciative Inquiry demonstrated benefits to the requirements gathered by increasing the number of unique requirements as well as identifying more quality-based (non-functional) and forward-looking requirements. It worked well with defined projects, when there was time for participants to reflect on the thought-provoking questions, structured questions and extra time to facilitate the extraction and translation of requirements, and a knowledgeable interviewer. The participants (end-users and developers) expressed improved vision and confidence. End-users participated consistently with immediate buy-in and enthusiasm, especially those users who were technically-inhibited. Development teams expressed improved confidence, and improved user communication and understanding.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T18:00:45Z No. of bitstreams: 1 TeseSCGB.pdf: 3953706 bytes, checksum: 8d31de6dc661f9137e536c69a0192fa1 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T18:00:54Z (GMT) No. of bitstreams: 1 TeseSCGB.pdf: 3953706 bytes, checksum: 8d31de6dc661f9137e536c69a0192fa1 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T18:01:01Z (GMT) No. of bitstreams: 1 TeseSCGB.pdf: 3953706 bytes, checksum: 8d31de6dc661f9137e536c69a0192fa1 (MD5) / Made available in DSpace on 2017-08-17T18:01:07Z (GMT). No. of bitstreams: 1 TeseSCGB.pdf: 3953706 bytes, checksum: 8d31de6dc661f9137e536c69a0192fa1 (MD5) Previous issue date: 2017-05-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / In this study called Linguistic mechanisms and intersubjective relations in textual production: enunciative activities in the teaching practice, the aim is to recall questions from the Master’s degree, such as the difficulty that students have to insert notions of qualification as explicit marks of intersubjective regulation (commented world) in their textual productions. Analysing, now, a practical work to be done in school contexts and considering the difficulties observed in the students’ textual production, we have the objective to i. explore more deeply the process of constitution of enunciative plans which involve linguistic mechanisms as marks of intersubjective regulation, especially the appreciative modality, which marks the enunciator’s point of view – favourable or unfavourable – about a content that is constructed linguistically; ii. determine and analyse the use of the appreciative modality in a corpus constituted of narrative texts, especially fables; iii. propose linguistic practices to be applied in the exercise of textual production aiming to explore, in the language teaching, the language process which can promote the students’ linguistic-cognitive development. It is used in this work the Theory of Predicative and Enunciative Operations proposed by the French linguist Antoine Culioli. / Este estudo intitulado Mecanismos linguísticos e relações intersubjetivas na produção de textos: atividades enunciativas na prática de ensino visa a retomar questões que foram abordadas no trabalho de dissertação, como a dificuldade dos alunos em inserir noções de qualificação como marca explícita de regulação intersubjetiva (mundo comentado) em suas produções de textos. Pensando, agora, em um trabalho prático a ser realizado em contexto escolar, e considerando as dificuldades constatadas em produções textuais de alunos, temos o objetivo de, ao mesmo tempo, i. explorar com mais profundidade o processo de constituição de planos enunciativos que envolve mecanismos linguísticos como marcas de regulação intersubjetiva, sobretudo a modalidade apreciativa, que assinala o ponto de vista do enunciador favorável ou desfavorável sobre um conteúdo que constrói linguisticamente; ii. determinar e analisar o uso da modalidade apreciativa num corpus constituído de textos narrativos, sobretudo fábulas; iii. propor práticas linguísticas a serem aplicadas no exercício da produção textual visando a explorar, no ensino de línguas, processos de linguagem que, por sua vez, possam promover o desenvolvimento linguístico-cognitivo nos aprendizes. Filiamo-nos, para tanto, à Teoria das Operações Predicativas e Enunciativas proposta pelo linguista francês Antoine Culioli.

Made available in DSpace on 2015-05-14T12:43:29Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 7611265 bytes, checksum: 8d35990e1bc5f7d686f142462d0a493d (MD5) Previous issue date: 2011-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work discusses the enunciative position in court rulings circulated on the Internet by addressing the judge as an agent of discursive formation. We intend to investigate the language activities expressed in the legal decisions, analyzing the language as verbal interaction mechanism, through the identification of subjectivity marks. In proposing this research we were concerned about if judges, authors of judicial decisions, impose in their speeches / texts trademarks of subjectivity that could impair the functionality of court ruling. The data analised in our work were subjected to a bibliographic survey with an interpretative nature, from the subsidies offered by the Applied Linguistics and the Sociodiscursive Interactionism theoretical methodological, especially in studies of Bronckart (1999) and Habermas (1989). The results subsidized inputs in the identification of occurrences of subjectivity marks, respectively with regard to the analysis of modalizations and also in their relation to the representations of the objective, social and / or subjective worlds. For this, we conducted a survey of atypical and personal court rulings broadcasted on the internet court sites to investigate the presence of discursive marks that could bring some semantic load that linked to the enunciative position of the transmitter / broadcaster with his evaluativse representations of the formal worlds. The results point to a personal involvement, discursively marked by the prevalence of appreciative and deontic modalizations, far beyond what is expected in this kind of text, revealing a speaker who breaks The Principle of Judicial Independence and Impartiality from the trial, greatly injuring another cornerstone principle of our Constitution: the dignity of the human being. / O presente trabalho aborda o posicionamento enunciativo nas sentenças judiciais veiculadas na internet, focando o magistrado como um agente de formação discursiva. Pretendemos investigar as atividades de linguagem expressas nas decisões jurídicas, analisando a linguagem como mecanismo de interação verbal, por meio da identificação de marcas de subjetividade. Ao propormos esta pesquisa tivemos como preocupação verificar se os magistrados, autores das decisões judiciais, imprimem em seus textosdiscursos marcas de subjetividade que pudessem comprometer a funcionalidade do gênero sentença judicial. Os dados analisados foram submetidos a um procedimento de pesquisa bibliográfica documental, de cunho interpretativo, a partir dos subsídios oferecidos pela Linguística Aplicada e dos aportes teórico-metodológicos do Interacionismo Sociodiscursivo, principalmente nos estudos de Bronckart (1999) e Habermas (1989). Tais aportes nos subsidiaram na identificação das ocorrências das marcas de subjetividade, respectivamente no que se refere à análise das modalizações e bem como na relação destas com as representações dos mundos objetivo, social e/ou subjetivo. Para isso, fizemos um levantamento de sentenças judiciais atípicas veiculadas em sites jurídicos e de posicionamento pessoal para investigar a presença de marcas discursivas que pudessem trazer certa carga semântica que vinculasse o posicionamento enunciativo do emissor/locutor com suas representações valorativas dos mundos formais. Os resultados apontam para um envolvimento pessoal, discursivamente marcado pela predominância de modalizações apreciativas e deônticas, muito além do que é esperado nesse tipo de gênero, revelando um locutor que afronta o princípio da obrigação de se manter distante da causa julgada, ferindo sobremaneira outro princípio basilar da nossa Constituição: o da dignidade da pessoa humana.