The purpose of this study was to contribute to current theory-driven research in crisis communication by examining the perceptions of multiple stakeholder groups to a university crisis response strategy. Two main questions were examined in this dissertation. The first question attempted to determine if a significant difference existed between stakeholder groups and their perception of university reputation, responsibility for the crisis, and potential supportive behaviors toward the university following the university’s response to a crisis. The second asked if Coombs’s Situational Crisis Communication Theory is a practical application for universities. The participants were from 4 stakeholder groups associated with a regional public university: students, faculty, staff, and alumni. An online survey was sent to participants via email. The data analysis revealed significant differences in the perceptions of reputation and in the potential supportive behaviors between staff and faculty and between staff and students. Staff perceived the reputation more favorably and had more favorable potential supportive behaviors than both the faculty and the student stakeholder groups. The results of this research provided empirical evidence that distinct stakeholder groups do perceive crisis response strategies differently. It also supported the application of Situational Crisis Communication Theory in a university setting.

Situational crisis communication theory (SCCT), experimentally created by W. Timothy Coombs in 2007, is designed to help crisis managers evaluate a crisis situation and craft an effective response strategy based on the organization's crisis history, the crisis type, and prior reputation with stakeholders.This thesis examined the November 2015 controversial handbook policy update from The Church of Jesus Christ of Latter-day Saints, which ruled same-sex marriage as grounds for excommunication. Exploring the policy change as a crisis in the context of SCCT and comparing the Church's crisis response strategies with the recommended strategies of SCCT exposes a gap in current SCCT literature—the theory does not lend itself well to crises where an organization's values or guiding morals are under attack. In these scenarios, the organization is unlikely to apologize for or acknowledge the crisis. The study results demonstrate substantial shifts in stakeholder attitudes following certain strategic statements from the Church even though the Church did not strictly adhere to SCCT's guidelines. According to SCCT's guidelines, because the stakeholder groups framed the handbook change as a crisis of organizational misdeed with injuries the majority of the time, the Church should have responded with third-tier strategies that bolstered its reputation and apologized or compensated those harmed by the policy. Instead, the Church has never apologized for the policy change and specifically reminded stakeholders of its past policies regarding same-sex marriage. Although the Church used the same strategies throughout the entire crisis, the Church's relatively larger use of crisis basics, justification, and protection in its second wave of statements on November 13, 2015 shifted the crisis framing and sentiment of bloggers and John Dehlin from negative sentiment with frames of high-level crisis responsibility to neutral and positive sentiment with a majority of blogs and social media posts not framing the policy change as a crisis.

Situated within the context of college students’ excessive drinking behaviors, the current study drew from dissonance theory, self-consistency theory, and hypocrisy induction methodology to evaluate the utility of the Communication Theory of Identity within persuasive health message design. Specifically, it examined whether hypocrisy induction manipulations that focused participants on salient identity layers made them mindful of corresponding identity gaps, which in turn caused them to experience cognitive dissonance that they sought to resolve by reporting intentions to change their excessive drinking behavior. Participants (N = 279) completed an online experiment in which they were randomly assigned either to one of four treatment conditions (i.e., traditional hypocrisy, personal-enacted identity gap hypocrisy, relational-enacted identity gap hypocrisy, communal-enacted identity gap hypocrisy) or one control condition. When compared to those in the control condition, participants in the personal-enacted and communal-enacted identity gap hypocrisy conditions reported significantly lower future intentions to engage in excessive drinking. There were no significant differences across conditions, however, in terms of identity gap magnitude or level of cognitive dissonance. These findings are noteworthy, considering that identity gap magnitude was significantly positively related to levels of cognitive dissonance and significantly negatively related to future intentions to engage in excessive drinking. Analyses also explored potential moderating variables in this process, finding that issue involvement moderated the relationship between level of cognitive dissonance and future intentions to engage in excessive drinking, such that intentions were lowest when cognitive dissonance was high and issue involvement was low. Finally, analyses indicated that there was a significant association between experimental condition and level of state reactance, such that participants in the personal-enacted identity gap hypocrisy condition experienced significantly lower levels of state reactance than participants in other conditions. Moreover, there was a significant positive relationship between identity gap magnitude and level of state reactance. The theoretical and contextual implications of these results are discussed. Namely, these results affirm that making message recipients mindful of identity gaps can be a viable persuasive health message design strategy; however, they also suggest that more research is needed to understand how best to make message recipients mindful of identity gaps and how best to integrate identity gaps into persuasive health messages.

This research study takes a multi-disciplinary perspective, using critical discourse theory, transactional communication theory and cross-cultural theory to contribute insight into the experiences of alternative entry students as they strive to access and participate in higher education. The study seeks to determine how these students learn to persevere: how they construct their means of succeeding in the university culture. The methodological structure of the research comprises a collective case study design, encompassing critical ethnography, action research and reflexive approaches to guide a deeper understanding of the experiences of studying at a regional Australian university. The reflexive nature of the research facilitated the development of an original theoretical construct, the ‘deficit-discourse’ shift, which challenges higher education policy and practice, in particular, in relation to academics’ roles in making their discourses explicit and in collaborating with students to facilitate students’ perseverance and success. The research has also generated two models: the Framework for Student Engagement and Mastery and the Model for Student Success at University. The Framework re-conceptualises the university as a dynamic culture made up of a multiplicity of sub-cultures, each with its own literacy or discourse. The Framework recasts the first year experience as a journey, with students’ transition re-conceptualised as the processes of gaining familiarity with and negotiating these new literacies and discourses whereas perseverance is viewed as the processes of mastering and demonstrating them. The Model provides a three step practical strategy (incorporating reflective practice, socio-cultural practice and critical practice) for achieving this engagement: for empowering students to negotiate, master and demonstrate their mastery of the university culture’s multiple discourses. Together, the two models provide students with a means of succeeding in the new university culture.

Also issued as a Ph.D. thesis in the Dept. of Electrical Engineering, 1970. / Bibliography: p. 168-173.

Also issued as a Ph.D. thesis in the Dept. of Electrical Engineering, 1970.

Also issued as a Sc.D. thesis in the Dept. of Electrical Engineering, 1969. / Bibliography: p.105.

Based on a Sc.D. thesis in the Dept. of Electrical Engineering, 1969. / Bibliography: p.112-113.

Also issued as a Ph.D. thesis in the Dept. of Electrical Engineering, 1968. / Bibliography: p.91-93.

Also issued as a Sc.D. thesis in the Dept. of Electrical Engineering, 1968. / Bibliography: p. 109.