Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to implement a disparate menu of activities that prove largely ineffective at addressing society's most challenging social and environmental problems. A relatively new conception of engagement lays out a framework by which IHE's engage with communities in democratic ways. Democratic engagement values inclusive, reciprocal problem-oriented work that brings together university and community stakeholders as co-generators of knowledge and solutions. The resulting democratically engaged partnerships position diverse members to take on roles as collaborators and problem solvers. They are mutually transformed through the processes of reciprocation, power diffusion, and knowledge generation. <br>How these democratically oriented roles and processes emerge and come to be enacted is unknown. Neither the literature on democratic engagement nor that on community-university partnerships addresses this gap. This dissertation study purposefully selected a case of community-university partnership that has a high degree of democratic engagement. Through interviews, observation, and document review, qualitative evidence was collected of the ways in which the roles and processes of democratically engaged partnerships emerged and were enacted. Atlas.ti 6.2 was used to code and retrieve themes related to democratic and technocratic engagement, stakeholder roles and processes, and the emergence and application of roles and processes. <br>Understanding how democratically oriented roles and processes emerge and are adopted is critical to building democratically engaged partnerships that support systems of democratic engagement. If we do not know how to be democratic within our partnerships, and if we cannot teach others, we will not be able to answer the calls for more purposeful, reciprocal engagement with our communities. / School of Education; / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD; / Dissertation;

Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to implement a disparate menu of activities that prove largely ineffective at addressing society's most challenging social and environmental problems. A relatively new conception of engagement lays out a framework by which IHE's engage with communities in democratic ways. Democratic engagement values inclusive, reciprocal problem-oriented work that brings together university and community stakeholders as co-generators of knowledge and solutions. The resulting democratically engaged partnerships position diverse members to take on roles as collaborators and problem solvers. They are mutually transformed through the processes of reciprocation, power diffusion, and knowledge generation. <br>How these democratically oriented roles and processes emerge and come to be enacted is unknown. Neither the literature on democratic engagement nor that on community-university partnerships addresses this gap. This dissertation study purposefully selected a case of community-university partnership that has a high degree of democratic engagement. Through interviews, observation, and document review, qualitative evidence was collected of the ways in which the roles and processes of democratically engaged partnerships emerged and were enacted. Atlas.ti 6.2 was used to code and retrieve themes related to democratic and technocratic engagement, stakeholder roles and processes, and the emergence and application of roles and processes. <br>Understanding how democratically oriented roles and processes emerge and are adopted is critical to building democratically engaged partnerships that support systems of democratic engagement. If we do not know how to be democratic within our partnerships, and if we cannot teach others, we will not be able to answer the calls for more purposeful, reciprocal engagement with our communities. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

The thesis examines why and how a Malaysian telecommunication company TM, adopted balance scorecard (BSC). The focus lies in the new institutional theory (NIS), particularly the institutional change model of Hopper and Major (European Accounting Review, 16(1), pp. 59-97, 2007), supplemented by theoretical triangulation involving economic, labour process and actor network theories to enrich observations and extend theory. An explanatory case study is used which employed semi structured interviews, document reviews, informal conversation and observations as method of data collection. Why TM adopted BSC lay in a complex, interrelated chain of institutions, including the government as the main shareholder, management consultants and competitor. BSC was seen as a symbol of improved competitiveness and efficiency but its diffusion and adoption involved mimetic, coercive and normative pressures. The initial reason of adopting BSC was mimetic as a way for TM to move forward after privatisation process. In addition, BSC was also seen as a tool for TM to better transformed itself in order to compete with new players in the telecommunication industry. It is also an act of gaining legitimacy as TM moved from government agency to a privatised entity. Hence, adopting new management accounting practice provides TM an acknowledgment as a private entity. Government transformation programme in 2004 acts as coercive pressure for TM to fully redesign the BSC and tie it to the reward system. Various actors were mobilized to translate and modify BSC to become a working practice in the company. This translation process continues even after the implementation of BSC as new actors join the organisation and existing actors left the organisation. TM executives adopted and used BSC whereas the operational employees showed resistance to the new system. Thus, two separate performance reward systems continue to be practiced in TM which one is based on BSC methodology while the other following the old performance measurement system.

Many workforce-related shortages in the marine transportation industry can be attributed to low birth rates, high levels of upcoming retirements, and evolving occupational complexities of the industry. These challenges may soon place the marine transportation industry in a workforce crisis within some high-demand occupations. This explanatory case study examines how the Marine Institute of Memorial University of Newfoundland’s learns and adapts its practices to more effectively attract, recruit, and retain students for a career at sea. The study applies organizational learning theory as a practical lens to better understand the phenomenon of learning at the organizational level, how it occurs, and the processes involved which enable transformation. The study looks at communicative and collaborative processes of members, including collective thinking, reflection on past experiences, and dialogue, which combined, enable changing conventional ways of thinking. The findings describe how the organization constructs solutions, how it learns and reacts to workforce complexities.

The U.S. National Library of Medicine brought the intensifying interest in open science to national attention when it joined enthusiastic scientists to introduce and host an Amazon-like rating forum on PubMed—the world's largest database of indexed biomedical and life sciences literature. The result was PubMed Commons. In June 2013, the commenting forum was introduced for open discussion about published scientific literature as part of a three-pronged approach to improve research rigor, reproducibility, and transparency. In Feb. 2018, the forum was unexpectedly discontinued. This retrospective explanatory case study research asked the question, "What happened on the way to the forum?" Answers came from a variety of resources using multiple methodologies for data collection and analysis. Historical data from PubMed Commons' 7,629 comments and 1,551 commenters; key informant interviews with PubMed Commons editors; and a systematized search for published articles, gray literature; and social media content about PubMed Commons were analyzed using computer-mediated discourse analysis and a social network analysis. Results from the quantitative content analysis described a forum with little participation, and the qualitative content analysis demonstrated that active forum members were focused primarily on providing links to other information resources and discussing aspects of post-publication peer review. The social network analysis revealed a disconnected network, which was supported by a sociogram showing a community of independents with only seven small clusters. Findings pointed to 11 factors that affected the forum's adoption and use. Rogers' diffusion of innovation theory scaffolds a forum innovation agility model developed from this work to offer a better understanding of organizational processes and to aid organizations interested in introducing and managing a similar forum. PubMed Commons was a missed opportunity. No comparable alternative is available to promote open science and serve as a tool for the expected paradigm shift in the way we do scholarly communication in science.

Background: Health technology assessment (HTA) is a form of policy analysis to inform recommendations for decision-makers. An equity-focused HTA recommendation consists of one that explicitly addresses the impact of health technologies on individuals disadvantaged in society because of their social conditions. However, there is a need for more evidence on the relationships between patient engagement and the development of equity-focused HTA recommendations. Objectives: The objectives of this dissertation were to examine the association between patient engagement and equity-focused HTA recommendations and identify implementation considerations for patient engagement in HTA. Methods: I used explanatory sequential mixed methods to analyze 60 HTA reports and 11 interviews with patients and analysts from Canadian organizations: the Canadian Agency for Drugs and Technologies in Health (CADTH) and Health Quality Ontario (HQO). Results: Quantitative analysis of the HTA reports showed that patient engagement significantly predicts equity-focused HTA recommendations (OR: 0.26; 95% CI: [0.16 – 0.41]). HTA reviews where HTA analysts directly interviewed patients (OR: 3.85; 95% CI: [2.40 – 6.20]) and where an advisory committee used consensus were more likely to contain equity-focused recommendations (OR: 2.27; 95% CI: [1.35 – 3.84]). Qualitative analysis of the interviews identified strategies for engaging diverse patients in HTA. Conclusion: The findings of this dissertation can inform the designing of patient engagement in HTA.