no / Poststructuralist accounts of organizations understand them as flows, as verbs in process of always-becoming. Subjects who work `in' organizations are similarly always in a process of becoming. Organization and members are mutually constitutive, each enfolded within the other. The process by which each is enfolded within and constituted by the other is what is explored in this essai. Its aim is to analyse something of the becoming-ness of organizations/selves, in which the researcher-self is imbricated in this becoming-ness and must therefore be part of that which is studied. To achieve this aim I draw on Lacan's concepts: of the mirror stage, or how I am in an agonistic relationship with the other; Nachträglichkeit or the reliving of the past in the present (deferred action); and identification. I apply these concepts to an interview I, an academic, carried out with a manager, emphasizing the importance of these organizational identities in our encounter with each other. The conclusion I reach is that the organization I am `in' is at the same time `in' me: there is no inside and no outside.

This investigation follows a philosophically interpretive approach on how the web developer developed Web-based Information Systems (WBIS) in a continuously changing higher education organisation. The investigation focused on emergence within the organisation and the resultant problems this gives the web developer in developing WBIS. The web developer used an action research methodology to investigate the emergent higher education organisation and its need for web-based aesthetics & internet speed. This approach was designed by the action researcher to assist both the web developer and manager in developing WBIS within emergent organisations. It is also designed to address a number of major constraining factors placed on the web developer. These included: time constraint, web-based aesthetics, internet speed, emergent aspects, methodology issues and accommodating planned organisational change. The interpretation of these constraining factors gained through the theory of deferred action enabled the action researcher to understand, interpret and create associations to explain the WBIS development process. The web developer had to defer the design process at several points because of unexpected events occurring in the organisation and take deferred action. As a result the Kadar Matrix was created and used by the web developer to manage the constraining factors. The Kadar Matrix has extended the theory of deferred action (ToDA) by implementing its constructs in the analytical tool, Kadar Matrix, for WBIS development. This is a modification of theory for practice. The research further identified that deferred action is necessary for the web developer in emergent organisations.

The study proposed an evidence-based framework for designing and evaluating organisational learning and knowledge management processes to support continuously improving intentions of organisations such as hospitals. It demarcates the extant approaches to organisational learning including supporting technology into ‘rationalist’ and ‘emergent’ schools which utilise the dichotomy between the traditional healthcare managers’ roles and clinicians’ roles, and maintains that they are exclusively inadequate to accomplish transformative growth intentions, such as continuously improving patient care. The possibility of balancing the two schools for effective organisational learning design is not straightforward, and fails; because the balanced-view school is theoretically orientated and lack practical design to resolve power tensions entrenched in organisational structures. Prior attempts to address the organisational learning and knowledge management design and evaluation problematics in actuality have situated in the interpretivist traditions, only focusing on explanations of meanings. Critically, this is uncritical of power relations and orthodox practices. The theory of deferred action is applied in the context of critical research methods and methodology to expose the motivations behind the established organisational learning and knowledge management practices of Komfo Anokye Teaching Hospital (KATH) which assumed rationality design conceptions. Ethnographic data was obtained and interpreted with combined critical hermeneutics and narrative analyses to question the extent of healthcare learning and knowledge management systems failures and unveil the unheard voices as force for change. The study makes many contributions to knowledge but the key ones are: (i) Practically, the participants accepted the study as a catalyst for (re)-designing healthcare learning and knowledge management systems to typify the acceptance of the theory of deferred action in practice; (ii) theoretically, the cohered emergent transformation (CET) model was developed from the theory of deferred action and validated with empirical data to explain how to plan strategically to achieve transformative growth objectives; and (iii) methodologically, the sense-making of the ethnographic data was explored with the combined critical hermeneutics and critical narrative analyses, the data interpretation lens from the critical theory and qualitative pluralism positions, to elucidate how the unheard emergent voices could bring change to the existing KATH learning and knowledge management processes for improved patient care.

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abstract: Immigration status and educational opportunities are at the forefront of the current national conversation regarding "DREAMers": children of immigrants brought to the United States at a young age who lack legal status but are raised and educated in the American system. In 2006, Arizona voters passed Proposition 300, in part prohibiting in-state tuition for state colleges and universities to individuals who cannot provide proof of citizenship or legal residency. For those DREAMers who hoped to attend college following high school, this policy affected their ability to enroll because of the increased tuition and lack of eligibility for state-sponsored financial aid. This law's impact is also present in Arizona's public high schools. High schools, in partnership with community colleges, have created a robust system of dual or concurrent enrollment courses: college classes offered to high school students as a means of accelerating their learning. In this arrangement, full payments for tuition are required by families or by the programs that support the students, creating a system in public schools where some students are able to participate while others cannot due to their residency status. The aim of this study was to determine the educational, social, and emotional effects of Proposition 300 upon undocumented secondary students. Through qualitative analysis, this study relies upon focus group interviews with high school graduates impacted by Proposition 300 before graduation. Interviews were also conducted with parents and with educators representing both secondary and higher education. A total of nine students, two parents, and four education professionals participated in semi-structured conversations over the course of several months in the fall of 2012. The data was collected, analyzed, and coded, extrapolating common themes related to the review of literature and information from the participants. The findings describe the effects Proposition 300 has had as it pertains to undocumented students, their experience of their unequal access to dual or concurrent enrollment, the disconnect they have felt from their "documented" peers, and the emotional impact they have felt as a result of this law. Among the findings, the potential impact of Deferred Action for Childhood Arrivals (DACA), enacted in August 2012, is explored. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

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