Growth in distance education programs at public postsecondary institutions has been phenomenal. Nevertheless, not all of these institutions achieved their goals that prompted the creation of a distance education program in the first place. In an effort to understand why some programs succeed in achieving goals while others do not, past research has focused on either the technology used in delivering the program or the pedagogy used in designing course content. These studies may not have uncovered the whole story for though distance education programs may be based on technology and pedagogy they are designed and implemented within a social environment which affects the program's design and ultimate achievements. This would imply a need for a better understanding of how different social groups involved in distance education program design and implementation interact during the developmental process.This study sought to understand the effect of the social environment on the design of distance education program. Using Social Construction of Technology (SCOT) theory, it examined a collaborative distance education program's development from inception to implementation. The goal in investigating the social construction of this distance education program was to determine to what extent the program's final design was shaped by social forces surrounding the technology rather than the technology itself.The study used key social groups' attributes to assess to what extent each group was able to influence the program's design. Without reference to technological or pedagogical systems this study clearly demonstrated the potential of SCOT theory to explain how social groups shaped the program's ultimate outcome.

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The purpose of this study is to contribute to thedevelopment of the Logistics Management discipline. A motivefor the study is that I have found actors being very anonymousin the Logistics Management literature. I have found this to bein contrast to my practical experiences where actors are highlyessential. On the basis of an interview study and a literaturestudy I want to give some thoughts and ideas for thedevelopment of the discipline. The interview study wasconducted with 48 actors operating across a supply chain withindifferent business areas of a multinational Swedish company.The actors views of the organisation, problems associated withit and logistical variables were focused. In the literary studyI focused on fundamental ideas and characteristics. I alsofocused on scientific foundations and points of departure inLogistics Management research. In the text I strive to view the world as sociallyconstructed and in my writing I have the effort to beinterpretative and reflective. With these points of departure Itry to use approaches seldom used in research within thelogistics management discipline. In my work I present thoughts and ideas which are importantto notice with regard to the aim of the discipline to benormative and contribute to the development of one or manyorganisations. The first issue that I highlight is that in theinterview study it was apparent that there existed clusterswith different perspectives across the supply chain. Theseperspectives provided different sorts of understanding for theorganisation and problems associated with it. I found this tobe a reason for problems within the organisation. In theliterature, however, I found the insight about this is low ornot outspoken, which motivates further studies. As aconsequence of the different views and understanding, I noticedthat the interviewees put different meaning into concepts likecustomer focus and holistic vision. The different meaningseemed to be a reason for problems within the organisation.Since I regard the concepts as central and obvious within thediscipline, more attention could be given to the concepts andhow they are used. The interviewees also emphasised awell-functioning organisation and the importance ofimplementing solutions. Implementation issues could thereforebe highlighted to a larger extent, to elucidate obstacles andpossibilities for successful change management and to highlightproblems that need to be treated. In the interviews people andtheir behaviours were seen as central. Therefore human andtheir behaviours could be given more attention. Understandingfor people’s behaviour as a foundation for changemanagement processes could be emphasised even more. As aconsequence, I consider reference to other disciplinesnecessary to reach a higher understanding of these behaviours.Since the studied company was far from the best practicestudies that now dominate the area and the study has proven tobe fruitful, the discipline could strive to be more balancedand use other cases to elucidate problems and highlight theseproblems. Some authors’opinions that other paradigms and viewsthan the ones dominating the discipline should be used todevelop it, has been strengthened by the study, especially withregard to paradigms and views with a focus on actors. / NR 20140805

This thesis explores how notions of ability are socially constructed, defined and experienced within physical education (PE). Pierre Bourdieu’s concepts are used to examine the processes through an acknowledgement and consideration of the culture where pupils’ and teachers’ notions of ability are configured, reconfigured, and experienced. The study covered one academic school year in a North London mixed comprehensive school. Fifteen pupils participated in focus groups and individual interviews. The pupils were a mixture of boys (11) and girls (4), a range of abilities and ages (11 – 16 years old), and experienced PE predominantly in ability groups. In addition, six PE teachers were interviewed and PE lesson observations were conducted throughout the study. The findings identify various processes and interactions between individuals and also between individuals and the field that contribute towards the social construction of ability in PE. The findings highlight the complex and dynamic nature of the PE experience where notions of ability and the related practices have a bearing. Hierarchical ability-based practices were apparent that served to reinforce dominant notions of ability but there were other practices that could potentially challenge ‘legitimate’ notions of ability. The study highlights some of the constraints that teachers face in their attempts to integrate broader notions of ability, especially within a performative culture. Variations across the individual experience highlight considerations for pupils in terms of becoming physically literate and reaching their potential. The study aims to raise key questions for stakeholders in considering how ability-based practices work in facilitating a learning environment that supports all levels of ability and preparing all young people for lifelong activity. In addition it stresses the need for greater agreement amongst stakeholders on the purpose of PE in the current climate and suggests that a review of the aims of PE is warranted.

This thesis explores and identifies patterns of dating attitudes and behaviors among second-generation Chinese Americans. Grounded theory is applied to analyze data from in-depth interviews with 20 second-generation Chinese Americans in metro- Atlanta area. By using a social constructionist model of ethnicity, I uncovered a subtle process by which the second-generation Chinese youths constructed their dating values and identities through both differentiating and integrating their parents¡¯ and white peers¡¯ dating cultures and gender norms. Second-generation Chinese American youths constructed and reconstructed their own dating values, gender norms, and further ethnic identities through various processes of picking and choosing from both cultures. I argue that straight-line assimilation theories, which assume adaptation into mainstream American culture, do not explain the complexity of the dating culture created by the second-generation Chinese American youths. In conclusion, the findings of this study revealed a new dimension of the social construction of ethnic identity: the agentic dynamics of constructing the second-generation Chinese American identity.

This thesis is a retheorization of Omi's and Winant's (1986) racial formation theory,which addresses the implications, inconsistencies and limitations of the initial theory. It is argued that Omi's and Winant's theory is problematic insofar as it supports the notion of ‘race’ permanency despite being a social constructionist theory. Omi and Winant also largely ignore the naturalization of ‘race’ and ignore the role of ‘nature’ and science in knowledge production and the reproduction of ‘race’. This thesis proposes a radical extension of the theory that addresses these problems, calling itself a radical racial formation theory. In this extension, the debate over the ‘race’ concept and the conundrum that the ‘race’ theorist finds him/herself in is discussed. The role of sociologists in maintaining ‘race’ is considered. ‘Race’ is argued to be an emergent and formative feature of modernity supported by liberalism. It is argued that ‘race’ is often tied to ‘nature’ and made to seem as though both precede history. It is argued that both ‘nature’ and science need to be contested. The notion that all scientific aims are altruistic is challenged given the embeddedness of science in the social. The doctrine of essentialism is confronted along with the belief that essences present themselves as secure ‘knowledge’. The production of racial knowledge is central to this thesis as it is seen as one of the least critiqued arenas in which ‘race’ is reproduced. A radical racial formation theory is situated theoretically in the camps of the Frankfurt school's critical theory and Foucault's poststructuralism and a rapprochement between the two is called for. There is a discussion of the ‘present’ in Foucault's genealogical use, where it is argued that the present exists as a powerful moment where there can be a discontinuity with the present social formation and a break with the racial past. Finally, the Gramscian use of ‘hegemony’ is used to understand racial dominance. It is argued that whiteness presents itself as hegemonic in racial formation and counter-hegemonic possibilities are entertained. / Thesis (Master, Sociology) -- Queen's University, 2007-09-14 09:51:37.71

This study explores how fathers exist within socially constructed micro and macro systems and are positioned within a discourse on gendered masculinity. Seven fathers from the Nanaimo, B.C. region volunteered to participate in two focus groups, to discuss “what makes a father”. An exploration of the men’s lived experiences reflected on memories from childhood that influenced choices they make in fatherhood. Through generative exchanges and personal narratives subjective and evolved perspectives on gender binaries, masculine stereotypes and traditional belief systems were articulated. The compilation and analysis of data attempts to disrupt preconceived notions of masculinity in the 21st century. Based on the focus group data the study reveals roles that challenge traditional paternal archetypes relevant to parental relationships and demonstrates that contemporary fathers continue to evolve and navigate what is being referred to as “new” fatherhood. The study contributes to the research on fathers as an exclusive research subject and their understanding of fatherhood in their own terms. The fathers in this study are challenging antiquated belief systems of how men are supposed to be within the structures of gendered masculinity. The study indicates there is no one-way or right way to be a dad and the curiosity and a conscious effort to trouble heteronormative archetypes by the participants indicates that men create space to chose to father according to their subjective experiences. / Graduate

This thesis explores and identifies patterns of dating attitudes and behaviors among second-generation Chinese Americans. Grounded theory is applied to analyze data from in-depth interviews with 20 second-generation Chinese Americans in metro- Atlanta area. By using a social constructionist model of ethnicity, I uncovered a subtle process by which the second-generation Chinese youths constructed their dating values and identities through both differentiating and integrating their parents¡¯ and white peers¡¯ dating cultures and gender norms. Second-generation Chinese American youths constructed and reconstructed their own dating values, gender norms, and further ethnic identities through various processes of picking and choosing from both cultures. I argue that straight-line assimilation theories, which assume adaptation into mainstream American culture, do not explain the complexity of the dating culture created by the second-generation Chinese American youths. In conclusion, the findings of this study revealed a new dimension of the social construction of ethnic identity: the agentic dynamics of constructing the second-generation Chinese American identity.

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