This thesis outlines the notion of '<i>Disruptive Futuring'</i> as a new design methodology to addressing climate change. It is founded on making a connection between our behaviour as individuals and the environment. Since the publishing of 'Our Common Future' (Brundtland Commission.1987) major bodies have been publicly documenting the damage that climate change is having on the planet. This has been followed by the creation of United Nations Climate Change Conference international incentives including the Kyoto Protocol and national attempts including government departments and NGO projects. All have been directed to address the issue of climate change but have seen minimal success. Psychology plays a significant role in understanding and promoting human behavioural change and how we prioritise particular decisions or actions. However, until recently it has carried less weight in a design approach to solving behavioural problems in climate change. The primary issue is that climate change isn't a normal behavioural problem, and numerous psychologists including Stoknes (2015) highlight its incompatibility with innate human motivation. Newly explored areas within psychology and behavioural economics expose some of the reasons we may react to climate change with lower importance then other less damaging problems. <i>Disruptive Futuring</i> provides a new methodology based on thinkers such as Fogg (2002), Gilbert (2015), Dubner and Levitt. (2009), Marshall(2014), Pink(2009) and Stoknes (2015) to improve quantitative and qualitative adoption of designed interventions aimed at changing behaviours in order to accelerate human actions affecting climate change. This thesis takes a research through design approach that incorporates reflective practice. The research builds upon a literature review evaluating our connection with climate change, resulting in combining behavioural psychology with mapping and lens methods. <i>Disruptive Futuring</i> is presented as anew design methodology that develops new types of behavioural change using what Thaler & Sunstein (2009) describe as "Nudge" as a process to reroute people to new actions and flows in their everyday lives. These behavioural changes are achieved through framing climate change in ways humans are motivated by. Three practice-based projects pilot the methodology of <i>Disruptive Futuring</i> by exploring the topics of energy, water and food. These areas were selected because of their significance to our physiological requirements as highlighted by Maslow (1943). The projects result in three systems-based interventions aimed at changing behaviours that negatively impact climate change. It is observed through reflection that this methodology provides a context for designers to work in an oblique way; it has a preference to influence thinking and designing in systems; and that complex psychological concepts can be applied through designed interventions that reduce the conflict between our psychological composition and the human perception of climate change. This research explores the capability and capacity for <i>Disruptive Futuring </i>to bring climate change psychology into a unified way for designers to use during the conception and research stages of designing interventions, technology or services that target behavioural change, decisions making and create new ways of living to have less impact on climate change.

As technology and organizations continue to increase in complexity, a willingness to implement change management strategies for Internet technology (IT) change initiatives is necessary in a healthcare setting. This multiple case study explored change management strategies that 3 hospital administrators at 3 different hospitals in the southeast region of the United States used to guide organizational IT change activities to avoid waste and increase profits. The conceptual framework for this study was Lewin's organizational change model and Kanter's theory of structural empowerment. Data were collected using semistructured interviews and a review of hospital documentation from the 3 hospitals. The data analysis process was completed by transcribing the interview recordings and coding the data using a codebook and data-management software. Themes that emerged from data analysis included strategies to increase digitization in all areas, improve communication with IT personnel, provide ongoing training, and encourage the gradual adoption of technology. The implications of this study for positive social change include the potential to provide hospital managers with successful strategies related to the use of IT in hospitals to facilitate improved patient care and community well-being.

A portion of teachers in the United States educational system don'€™t use data to inform and improve their instruction resulting in actionable change. A gap exists between teachers having and interpreting data and making meaning in such a way that leads to actionable change in instruction. The purpose of this case study was to investigate how teachers used data to alter instruction and identify factors that inhibited or supported teachers in using data to drive instructional practice. This study was guided by Ackoff'€™s theory of action cycle, which included interaction, dialogue, data discoveries, and team response to data. The research questions asked how teams used data and what factors inhibited and supported the use of data. Three teams were observed. Eleven classroom teachers, the building principal and the district professional development director were interviewed. The teacher team criteria included that teachers met weekly and used, at a minimum, common formative assessments. The school and district mission, vision and value statements were collected as artifacts to see how these documents supported the use of data. Open and axial coding exposed themes and patterns. Results indicated that teachers commonly omitted one or more phases in a data cycle; however, when teachers worked through all phases of a data cycle, actionable change in instruction resulted, and factors that both inhibited and supported teacher use of data to guide instruction were evident throughout all aspects of the study. The project, a white paper, summarized the study and provided research-based recommendations based on the study. These recommendations focus on building teacher capacity and relationships. This study may generate social change through educational equity. Equity is achieved when teachers use data to inform instruction so that learners of all abilities may have access to learning.

This dissertation research addresses how to detect structural changes in stochastic linear models. By introducing a special structure to the design matrix, we convert the structural change detection problem to a variable selection problem. There are many existing variable selection strategies, however, they do not fully cope with structural change detection. We design two penalized regression algorithms specifically for the structural change detection purpose. We also propose two methods involving these two algorithms to accomplish a bi-level structural change detection: they locate the change points and also recognize which predictors contribute to the variation of the model structure. Extensive simulation studies are shown to demonstrate the effectiveness of the proposed methods in a variety of settings. Furthermore, we establish asymptotic theoretical properties to justify the bi-level detection consistency for one of the proposed methods. In addition, we write an R package with computationally efficient algorithms for detecting structural changes. Comparing to traditional methods, the proposed algorithms showcase enhanced detection power and more estimation precision, with added capacity of specifying the model structures at all regimes.

Purpose – The purpose of this study is to advance the understanding of how project managers in large organizations can create an understanding for organizational changes by internal communication. Method – This research study has an abductive approach and was conducted as a single case study. The empirical data has been chosen to be qualitative since it gives the ability to explain, describe and understand the research questions. Observations set the direction of the research, and 17 semi-structured interviews were further conducted at the case company. Findings – The findings show that 'System functionality', 'Organizational value', 'Individual value' and 'Project value', are four different types of information desired by involved employees to have an understanding for an organizational change. These types of information have shown to most effectively, for a project manager, be communicated through the use of 'Standardized communication methods', 'Direct communication methods' with a 'Distinct communication transfer', to reach involved employees by internal communication. Theoretical implications – The study provides a framework for how, what, and to whom a project manager can create an understanding for all affected employees by internal communication. The framework proposes that the project manager is in the center of a communication structure and therefore plays a key role in communicating change. Practical implications – Our framework contributes by presenting findings that are more defined and practically oriented compared to prior studies, as we combine several factors and suggest how information could be internally communicated by a project manager during change. It shows that a mix of both in-person communication and digital communication methods with distinct communication responsibilities are required to reach all involved employees, thus creating less resistance towards an organizational change.

This is the report of a study into educational change. The purpose of the investigation was to observe and analyse an example of a system-wide policy change through an intensive and disciplined case study, in order to develop a theory about the implementation of a particular change process and use that theory to account for the way the observed change process proceeded. Although change and how it was achieved in a large, complex bureaucratic organisation was the primary focus for theory development and understanding, the role of the management personnel in the change process was also of interest. The introduction of performance management (in particular, promotion-by-merit within the Western Australian Ministry of Education) was the change example under consideration. In contrast to the traditional way-of-studying-educational change, the present study adopted a participant observation case study using a grounded theory approach (Glaser and Strauss, 1967), because of its use in a previous study (Heaven, 1987) and in addition, the literature review indicated a lack of grounded theory studies in this area. Grounded theory is not the only methodology which can generate theory grounded in the data. However,it does ensure that a well-connected and comprehensive theory will emerge and that the theory which does emerge will be clearly and demonstrably grounded in the data from which it derives. Seven major factors or categories were identified from this grounded theory study. These factors included values, antagonists, ethos, infrastructure, equivocation, communication and culture. Five models of change were developed. / The first model was developed by analysing the literature using grounded theory methodology as a metaphor and the literature was mapped in a way which had not been done before. The result was the identification of eight 'categories' of findings in the literature,which, taken together, constitute an emergent sense of a 'theory' of educational change. The second and third models focused on the implementation of the specific policy change examined. The fourth and fifth models were developed as generic models of change implementation which, it is suggested, may be applicable in varying degrees to other comparable change implementation situations. The five models developed in this study provide managers with relatively simple ways of conceptualising a complex process- and provide a set of reference points or stages for action. Recommendations for further research include the application of grounded theory methodology to the totality of the literature on educational change, further investigation of the role and importance of an organisation's culture and its values in the implementation of change, and further study of the role played by illusions in the change implementation process.

The thesis set out to explore means of coping with change when in a state of isolation and basic parameters and references in life have been lost. Isolation may be a result of a change in environment, such as an interstate move to take up a new job,or changing from an office environment to home based work. It can result from relational changes such as marriage breakdown or from major life stage changes such as retirement. The first stage of the study involved the establishment of a collaborative group to explore issues that each member had experienced in coping with change. The second stage was an individual exploration of the author's own journey involving changes in work environments and interstate moves. The third stage was a consideration of literature that reflected and supported the thesis, of gathering information from relevant case studies conducted.Out of these stages came the hypothesis that people cope with change in isolation through a sense of belonging associated with several factors.Reflections on the research process and methodologies have been considered and implications arising out of the research are discussed. The thesis concludes with evocations of the impact of the research findings on others. / Master of Science (Hons)(Social Ecology)

It is well accepted by now that most change initiatives are unsuccessful even though more organisations are experiencing change as they fight to retain and improve their competitiveness in the market place. It is against this background of change failure that researchers have looked for new strategies to improve change outcomes. Theoretical models conceptualising the dynamic change process advise on better change strategies, but little empirical evidence has demonstrated that these models are effective in improving change implementation outcomes. Theoretical models were also developed to counter change resistance, but little emphasis has been placed on employee change readiness. Some empirical research on employee change readiness explores employees? perception of organisational readiness, but no empirical research has explored employee readiness from a psychological perspective. That is, how to create change readiness in employees. This thesis has contributed to both the theoretical and empirical understanding of the change readiness model. Firstly, the theoretical readiness for change model Armenakis et al.?s (1993, 2002) was extended by the inclusion of the ?understanding of the change? driver. Secondly, this change readiness model was empirically tested on two distinct organisational changes: organisational restructure and IT change. The extended model is also examined for two change stages of the dynamic process to identify which readiness drivers should be prioritised by change agents. Two online questionnaires were administered eight months apart assessing the responses to three change stages (planning, implementation and post-implementation) of employees ? supervisors and subordinates - of a flat structured organisation in the human resource industry. At the two measurement points 189 and 141 employees returned completed surveys. Six employee readiness drivers were operationalised and regressed against behavioural change intention. The quantitative findings using regression models across two change types and longitudinally did not identify a specific change pattern. However, all six readiness drivers including the ?understanding of the change? driver were influential on employees? behavioural change intention. Furthermore, statistical differences between supervisors and subordinates were identified in the organisational restructure change. The quantitative findings using a triangulation approach with qualitative date including data from two unstructured interviews and employee comments further validated the quantitative findings. The thematic analysis of the employee comments enhanced the findings and identified employee specific concerns including information dissemination of the changes and a level of uncertainty. The findings supported Armenakis et al.?s (1993, 2002) theoretical contribution that change readiness drivers are an important part of the organisational change process explaining why employee do and do not change. The empirical application of readiness change driver evaluation during the dynamic change is supported as it permits change agents to directly monitor employees? readiness perception of a specific change target. This valuable information finds practical utilisation for change agents in providing targeted guidance and support for employees thus facilitating a greater likelihood of a positive change outcome. Implications of these findings and future research opportunities are discussed.

The major purposes of this study are twofold. The first purpose is to describe the setting and the context for the program and the methods by which a Government initiated change, a Participation and Equity Program,was introduced into a particular school. The second purpose is to consider the change process which occurred and to analyse the factors involved in the change and the procedures by which the change was managed. The study outlines ways in which change can become an issue on the political agenda and hence become a Government priority which is eventually handed down as policy to be followed by schools. Introduction of change in this manner is regarded as a top-down, or authoritarian, model of change. Such a model of change has the advantage of ensuring same change occurs within a specified time but at the same time there are disadvantages relating to a lack of skill, or expertise, amongst school staff and a possible lack of commitment to change. The study draws attention to problems encountered in the introductory procedures of the program which caused a sense of frustration amongst those attempting to manage the change at the school level. It is shown how the system failed to provide effective support at this level. It is suggested that there is a bureaucratic lack of understanding of the problems of implementing change in a school which is itself considered to be a loosely coupled organization with problems peculiar to itself. In summary the study suggests that progress was made, in this particular example, chiefly through efforts at the school level but the results could have been improved with effective system support. While there has been some success the change has not yet been institutionalized within the school.

Society is making increasing efforts to become more sustainable by fostering new technologies such as renewable energy. Often, there are significant challenges to introducing new technologies because existing infrastructure, institutions, social groupings, and behaviours have co-evolved with and consequently support incumbent technologies - a condition known as lock-in. To support efforts to introduce new technologies, researchers have developed conceptual frameworks that aim to increase our understanding of socio-technical change. One promising framework is Strategic Niche Management (SNM); however despite its strength as an ex post analytical tool, SNM has yet to be used to guide experiments with new technologies. This thesis aims to make SNM more usable for those introducing new technologies by responding to four weaknesses identified in existing literature: a weak link between the conceptual framework and action, the vague role of actors, an inadequate appreciation of issues of consensus and limits of influence, and an inadequate appreciation of the challenges that actors may face. This is achieved by identifying promising insights and testing them on a case study of wind power in Australia. The literature review identifies dynamics that have been linked to positive feedbacks in the development of new technologies and socio-technical change. These are: stimulating demand, increasing use, learning and articulation, increasing functionality, decreasing costs, decreasing uncertainty, embedding and alignment, increasing legitimacy, attracting actors, and strengthening expectations and visions. These dynamics can be used to provide a better link between theory and action. The review also identifies particular actor roles - such as niche manager, macro actor, prime mover, and dedicated network builder - and actions that actors in these roles may take. These roles and actions are linked to the dynamics. Also reviewed are issues related to consensus and limits of influence; a particularly useful concept in this regard is resource interdependency. Finally, the review identifies challenges to encouraging the dynamics aimed at helping actors to anticipate problems in the introduction of new technologies. T he relevance of this approach and applicability of these insights are tested with a case study of wind power in Australia. The case study explains changes related to grid-connected wind power in Australia between about 1997 and 2007. There was significant socio-technical change: for example, installed grid-connected wind farm capacity grew from about 1 MW to almost 900 MW, an industry and industry association formed, there were unprecedented changes in energy policy, new high-level actor groups formed to oversee the grid-integration of wind power, Governments amended planning schemes, and public opinion was increasingly articulated. The dynamics identified in the literature review were all relevant to wind power. The study provides examples of the actors that can encourage these dynamics and how they might do so. Most challenges identified in the literature review were relevant to wind power and possible strategies for managing them were identified. Also revealed were challenges in transitional strategies, legitimacy of the technology and consensus. These findings are discussed in detail. These findings are intended to help actors foster technologies for sustainability.