This dissertation sought to develop a grounded theory explaining how ENGOs assess the environmental performance of firms, select target industries and firms, and influence those targeted industries and firms. A preliminary model based on research in the fields of social movements, neo-institutional theory, stakeholder theory, and corporate social performance was developed. The model contained 21 propositions: seven regarding assessment, nine regarding targeting, and five regarding influencing. Interviews were conducted with 33 representatives of five ENGOs: Natural Resources Defense Council (NRDC), Greenpeace, Environmental Defense (ED), World Resources Institute (WRI), and Union of Concerned Scientists (UCS). NRDC and WRI served as pilot studies. NRDC, Greenpeace, and ED were considered case studies for the purpose of drawing inferences about the propositions. Insufficient interviews were conducted at WRI and UCS to draw inferences from them; however, data from these interviews was included in the dissertation to the extent it provided additional support for the inferences drawn. Qualitative methods were used to analyze the data. Results regarding the propositions were presented, as well as additional findings going beyond the propositions. A grounded theory of how ENGOs assess, target, and influence firms was developed based on the results; a model to accompany the grounded theory was also developed. / Ph. D.

The treatment of eating disorders (EDs) presents many challenges. Therapists' reactions towards clients (countertransference) may further complicate treatment. Countertransference may be partially due to the therapist's own vulnerabilities. Due to the personal connection to the work, countertransference towards ED clients may be pronounced among therapists with eating disorder lived experience (EDLE). Previous research indicates that 25-50% of ED therapists have EDLE; yet, minimal research examines how therapists negotiate their experiences while treating ED clients. The existing literature largely operates from the assumption that EDLE is a liability. While therapists with EDLE have some distinct challenges, therapists with EDLE may also have a unique perspective to offer the ED profession. The present study sought to understand how therapists with EDLE use their EDLE as a resource in their clinical work with ED clients. The study was guided by the theoretical frameworks of social constructivism and symbolic interactionism, as well as the person-of-the-therapist clinical training philosophy. Using constructivist grounded theory methodology, semi-structured interviews (Mtime = 89 minutes) were conducted with 22 therapists with EDLE, who work with ED clients. Participants explored how they use and manage their EDLE during key tasks of treatment with their ED clients. Results revealed that therapists engaged in two, interconnected constellations of processes (systems) in order to use and manage their EDLE in clinical practice. The first system (The Central System) helps therapists transform their personal experiences into clinical guidance that they can use to inform their work. The second system (The Checks and Balances System) helps the therapist find a balance between connecting with the client, while also allowing for differences of experiences to emerge. Lastly, personal processes (personal meaning making, values surrounding authenticity, and stigma surrounding EDLE), existing outside of these systems, were also found to impact the ways in which therapists use and manage themselves. Findings have implications for the EDLE literature, by providing novel ways therapists can use their EDLE. Findings also have implications for the POTT framework by exploring how POTT can be adapted for therapists who share lived experiences with their clients. A POTT-EDLE is proposed for training therapists with EDLE. / Doctor of Philosophy / The treatment of eating disorders (EDs) presents many challenges (e.g., frequent comorbidity, high rates of relapse, and the life-threatening nature of the disorder). Therapists' reactions towards clients (countertransference) may further complicate treatment. Countertransference (e.g., worry, frustration, hopelessness) may be partially due to the therapist's own unresolved issues and vulnerabilities. Due to the personal and professional connections to the work, countertransference towards ED clients may be particularly pronounced among therapists with eating disorder lived experience (EDLE). Previous research indicates that 25-50% of ED therapists have EDLE; yet, minimal research examines how therapists use and manage their experiences while treating ED clients. The existing literature largely operates from the assumption that EDLE is a liability and therapists with EDLE are working from a deficit. While therapists with EDLE have some distinct challenges, therapists with EDLE may also have a unique perspective to offer the ED profession. The study sought to understand how therapists with EDLE use their EDLE as a resource in their clinical work with ED clients. Interviews were conducted with 22 therapists with EDLE who work with ED clients. Results revealed that therapists engaged in two systems in order to use and manage their EDLE in clinical practice. The first system (The Central System) helps therapists transform their personal experiences into clinical guidance that they can use to inform their work. The second system (The Checks and Balances System) helps the therapist find a balance between connecting with the client, while also allowing for differences of experiences to emerge. The Central System and The Checks and Balances System work in tandem in order for the therapist to both use and manage their EDLE. Results describe the multiple processes informing these systems. Lastly, personal processes (personal meaning making, values surrounding authenticity, and stigma surrounding EDLE), existing outside of these systems, were also found to impact the ways in which therapists use and manage themselves. Findings have clinical and training implications for how therapists with EDLE can use and manage their EDLE to inform their clinical work with ED clients.

For many decades, school leadership has been conceptualized in a variety of ways attempting to identify the critical elements necessary for effective school leadership. The expertise required for today's schools appears to be different from that required in the past, particularly as school leaders are expected to initiate change and "restructure" in order to obtain new and improved educational results. Traditional managerial skills, once deemed appropriate and effective for school administration, are now being replaced by styles that focus on cooperation and consideration, community building, open communication, and involvement with others. These behaviors appear to be present in women as they demonstrate their effectiveness in leadership roles as principals and superintendents. This descriptive study offers an in-depth look at the administrative behavior of three women. It documents their experiences and perspectives as high school principals. The purpose of the study is to contribute to the growing body of research on female leaders necessary to challenge the existing theories on school administration, which are based on traditional business management theory and formulated using an androcentric conceptual framework. Naturalistic inquiry guided the present study, which employed qualitative research methodology. Participant observations, complemented by interviews and reflective conversations, provided the data for analysis using grounded theory. A computer software program Ethnograph (Qualis, 1998) facilitated the organization and analysis of data. Case narratives, case reports, and a cross-case analysis report three women's behavior in their role as high school principals. Major conclusions include: (a) Each principal demonstrated a unique style of administrative behavior which seemed effectively matched to the needs of the school organization; (b) Each principal demonstrated a strong set of collegial or relational behaviors that focused on building community in order to support the school programs; and (c) Each principal demonstrated an ethic of care informed by a sense of fairness and loyalty to the policies and procedures associated with their bureaucratic organizational environment. The ethic of care that guided each principal's style suggests that these principals exercise a kind of power associated more with "effective agency" than with "command and control" power typically associated with traditional leadership. Additional research is needed to document the female leadership experience in schools in order to challenge and transform current administrative theory; research is also needed to explore the notion of "effective agency" as power. Practitioners, researchers, and other interested educational professionals are invited to use the behaviors identified in this study to reflect upon their own styles, because changing our schools is inevitably bound up with changing ourselves. / Ph. D.

British celebrity chef Jamie Oliver has been an active voice among those striving for food reform, directly influencing attitudes and behaviors among the culture of food around the world. Oliver's most recent campaign, Jamie's Food Revolution, can be considered one of his most successful attempts at influencing modern day food practices. The mission of the campaign is 'to create a strong sustainable movement to educate every child about food, inspire families to cook again and empower people everywhere to fight obesity' (Home Jamie's Food Revolution, n.d.). In addition to the campaign website, Jamie's Food Revolution campaign has a Facebook page, an Instagram page, a Twitter page, and a YouTube page, which are all used to contact with people around the world. The purpose of this thesis is to explore how the Instagram page, @foodrev, is used to post content that aligns with the mission and offers dialogic opportunities for publics to engage with the campaign through a grounded theory methodological approach and application of dialogic theory. More specifically, this thesis will: 1) highlight how the content of the @foodrev Instagram account represents the mission statement of Jamie's Food Revolution; 2) address whether the content posted to the Instagram account generates opportunities for dialogic engagement; 3)reveal whether the content posted to the Instagram account actually generates dialogic responses from other Instagram users; and4) reveal features of dialogic theory that transfer to social media, specifically Instagram, and what aspect of the platform provides dialogic affordances not already explained by dialogic theory. / Master of Arts

By listening to peoples' constructed stories of special places, the average person begins to understand why and how attachments to places form. This study concerns the attachments residents of Isle au Haut, Maine possess on the remote island, which borders part of Acadia National Park. The purpose of this study is to uncover social components of both place attachment and place identity among island residents as well as explain the process by which those residents form attachments. Twelve interviews were conducted both on Isle au Haut as well as nearby Mount Desert Island. Qualitative data were collected from a purposive sample of island residents and National Park Service employees who are responsible for managing the park on the island. In-depth interviews were the sole means of data collection and provided detailed stories of life on the island and attachments that have formed. This study uses grounded theory techniques in data analysis to ultimately form a theory grounded in the collected data. The findings from this study indicate that social interaction is key to residents forming an attachment to Isle au Haut. Further, three major social constructs emerged from the data analysis. Those constructs are sense of community, shared purpose, and shared history, all of which were found to contribute to place identity and place attachment among the residents. The results also suggest place identity as more salient than place dependence in residents' narratives concerning their attachment to the island. / Master of Science

The salience of racial socialization among African American families has received considerable attention in the literature; however, few scholars have examined how the process of racial socialization unfolds in families with very young children. This study investigated how African American mothers of preschool-age children approached the process of racial socialization. I interviewed African American mothers who were at least age 18 (N=12) with biological children between the ages of three and five to explore the following: (a) the strategies and messages used during the racial socialization process, (b) how mothers' perceptions of colorism influenced the content of messages, and (c) mothers' perceptions of external forces that influenced their children's racial socialization experiences. I applied an integrated Black feminist-child development theoretical framework and grounded theory methodology to examine how African American mothers negotiated intersectionality when racially socializing their preschool-age children. Four major themes emerged from data analysis: motherwork as conscientization, bidirectional process in maternal racial socialization, skin tone politics in maternal racial socialization, and defining African American motherhood. From these themes, I concluded that mothers preferred to use cultural and egalitarian strategies and messages with their preschool-age children. Maternal racial socialization has a bidirectional component that involves mother-child conversations about race that occur when the child notices differences in people based on skin color, a race-related situation occurs, or the child initiates it. Colorism did not directly influence the content of racial socialization messages but did inform maternal interactions with extended family members. For African American women, motherhood is characterized by societal expectations and pressures for African American children. / Ph. D.

Thesis advisor: Karen Arnold / Maximizing college summer breaks for career preparation and prestige accumulation is an established routine for elite undergraduates in the United States. Social reproduction, meritocracy, and changes to the world of work increasingly complicate this issue. Yet despite this additional burden, there is little research into the costs and benefits of participation and limited comprehension of how and why elite undergraduates internalize norms around summer breaks. This study fills that gap by introducing the High Prestige Summer Experience Model, a framework for understanding this decision-making process. Using interviews with 13 undergraduates and recent alumni from an Ivy League university, this grounded theory study presents the five phases of summer planning and participation. Students refine decisions at each stage by measuring possible opportunities against three mental measurements (Threshold of Acceptability, Narrative Currency Value, and Summer Prestige Ranking). The norms and beliefs inculcated through peer culture influence this paradigm through which they view their college summers. Underlying this process are the mediating factors that nudge and shape each particular student’s decisions: personal context; campus context; and societal context. Participants reported that summer experiences play an important role in peer positioning. They carry a narrative currency on campus and the ability to frame their experiences buys social acceptance for undergraduates. Summer experiences allow students to explore jobs in ways not normally available during term-time study, provide opportunities for personal development and growth, and equip them for their post-graduate elite status through capital accumulation. Participants noted that significant emotional and social consequences flow from actions in the summer experience process while simultaneously questioning its value to them in the long term. The findings of an additional comparison group of participants at a different selective campus indicate that this trend toward high prestige summer experiences is being normalized at lower rungs on the institutional prestige ladder as well. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This research identifies shared strengths of Scrum and Kanban, such as iterative and incremental work and effective workload management, which are particularly beneficial in startup contexts characterized by high uncertainty. By systematically comparing the fundamental elements of both methodologies, the study delineates key dimensions and components that inform the development of a hybrid approach. This study aimed to explore which components of Kanban and Scrum are best suited for navigating uncertainty and ambiguity in a fast-paced environment. To achieve this objective, our first research question delves into the productive attributes of both Scrum and Kanban methods, laying the groundwork for our investigation. Additionally, we sought to identify the key factors driving adaptations in the application of these methods within software startups, as well as pinpoint the highlighted concepts and elements that can be effectively utilized. This formed the basis of our second research question, with the ultimate aim of developing a hybrid model that integrates the most beneficial aspects of both methodologies, thus addressing the challenges posed by uncertainty and rapid change in the initial phase of the study. We employed a mixed-methods approach, utilizing a literature review, survey, and case study analysis. The theoretical foundation was established through a comprehensive review of existing literature on Scrum and Kanban, supported by the construction of a comparative mind map. Survey data was collected from industry professionals to gather insights into the practical application of these methodologies. Additionally, a case study was conducted to provide a deeper understanding of the challenges and successes in implementing agile practices within a startup environment. Through our research, we identified key dimensions and components of Scrum and Kanban relevant to software startups, including values, principles/practices, team structure, events/cadences, and artifacts. By analyzing survey responses and conducting in-depth interviews, we gained valuable insights into the strengths and limitations of each methodology. Moreover, our case study provided real-world examples of the challenges faced and strategies employed in a startup setting. The findings suggest that while Scrum and Kanban offer distinct strengths, a hybrid approach integrating both methodologies can better address the dynamic needs of software startups. The proposed hybrid model emphasizes flexibility and adaptability, allowing startups to tailor practices to their specific context while leveraging the strengths of Scrum and Kanban. Overall, this research contributes to a deeper understanding of how startups can navigate agile transformation and achieve success in a competitive market.

Counselors and other mental health professionals lack training on healthy sexuality and sexual identity development (SID). To begin to construct a comprehensive model of SID that can be used in counseling and counselor education, I conducted an exploratory study utilizing a grounded theory approach to collect and analyze SID stories from a purposive sample of eight adults from the Dallas-Fort Worth, Texas area: four male and four female; seven White Caucasian-American and one Asian American; and self-identified as two gay, one lesbian, three heterosexual, and two sexually fluid. Participants elucidated a process model of the sexual-self that incorporated biological, psychological, social, cultural, and spiritual factors. Emergent themes included discovering, distinguishing, placing boundaries around, differentiating, and integrating the sexual-self. This preliminary model advanced a more holistic understanding of SID that counselors and other mental health professionals, educators, and researchers may find useful within their respective disciplines.

Background: AI in Purchasing and Supply Management (PSM) enhances business operations but faces challenges in adoption due to limited research and AI readiness assessment. Although existing research explores AI's potential, the issue of assessing and achieving AI readiness in PSM remains underexamined. Exploring this gap is crucial to understanding how AI can effectively transform procurement processes and improve strategic operations.  Purpose: This study aims to identify and evaluate the essential capabilities that PSM organizations need to develop for AI readiness, using a dynamic capabilities framework to provide insights for both academia and practitioners.  Method: Grounded theory is applied for its flexibility and constructivist principles, allowing theories to emerge from the data collected through semi- structured interviews, providing a comprehensive understanding of AI readiness in PSM. The primary data consisted of 13 interviews with AI users, implementers, and developers.  Conclusion: Identified capabilities needed for successful AI implementation in PSM, include robust technological infrastructure, effective AI governance, and the importance of communication and continuous learning. The study concludes that AI readiness in PSM requires a holistic strategy and dedicated leadership to align technology, strategic goals, and people.