Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 175-184). Also available on the Internet.

Thesis ( Ph.D.) -- University of Texas at Arlington, 2008.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iii, 78 p. : ill. (some col.), map (part col.). Includes abstract. Includes bibliographical references (p. 53-55).

Thesis (Ed.D.)--University of Central Florida, 2009. / Advisers: Cynthia J. Hutchinson, E. Lea Witta. Includes bibliographical references (p. 137-154).

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb, 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.

In this dissertation I seek to answer the research question of who are those people that have the ability and motivation to facilitate other people’s creative thinking. Actors who are in the creator’s social environment, such as her coworkers and family members, can potentially enhance the creator’s level of creativity. Although these contacts can be active collaborators of the creator’s thinking processes and can eventually have a significant impact on organizational creativity, so far their role in organizational life has been overlooked by researchers. Consequently, in my dissertation I develop a theory of “creativity catalysts”, and define a creativity catalyst as an employee who helps to improve the usefulness and novelty (i.e. creativity) of the ideas and products produced by another employee (i.e. the creator) through direct interpersonal interaction with the creator. I examine two aspects of serving as a catalyst to another’s creativity: the intensity of a creativity catalyst’s contribution and the span of a creativity catalyst’s contribution. Intensity of contribution is conceptualized as the extent to which the creativity catalyst can improve the output generated by the creators to be more novel and useful. Span on the other hand, is the number of people that perceive an individual as a catalyst for her own creative performance. To answer the research question, I develop and empirically test a theory of creativity catalysts by integrating a social capital theory lens (i.e. structural social capital and relational social capital) with a stable motivational orientation (i.e., learning goal orientation). First, I argue that a catalyst’s relational social capital (i.e., quality of relationships with her coworkers) in the organizational communication network determines her motivation to take the role of a creativity catalyst. Second, I argue that the catalyst’s structural social capital (i.e., the extent to which she can connect with the disconnected others in her network structure) underlines her ability to contribute to others’ creativity. Integrating these two arguments, I hypothesize that the catalyst’s relational social capital (i.e., the motivation to become a creativity catalyst) interacts with her structural social capital (i.e., the ability of a creativity catalyst) in predicting both the intensity and span of the catalyst’s contribution to her coworkers’ creativity. Second, I hypothesized that learning goal orientation, a stable motivational orientation, interacts with the situational motivational characteristic of relational social capital in predicting both the span and intensity of a catalyst’s contribution to her coworkers’ creativity. To test my hypotheses, I first ran a pilot study on a sample of full-time MBA students in order to validate the creativity catalyst measure; and then tested my hypothesized model on employees from two companies, using multiple data sources over multiple phases of data collection. Consequently, I found support for both of these interaction hypotheses on the intensity and span of a creativity catalyst’s contribution to her coworkers’ creativity. Theoretical and practical implications of these findings, and future research directions are discussed.

This dissertation is an auto/ethnographic account, which examines food, close personal friendships, and community. The research combines autoethnography with ethnographic observations and personal/group interviews conducted within the Seminole Heights neighborhood of Tampa, Florida. The observations are of a weekly dinner event referred to by most attendees as Family Dinner. I am one of the founders of this event; the participants of this study are neighbors (or were at some point in time) as well as past and present attendees of the weekly dinner. The purpose of this research is to illustrate how food can be a tool to build community. In the Seminole Heights neighborhood, food acts as a communicator/builder of community and produces (a) nourishment for close personal bonds, and (b) sustainment of social capital. The nourishment and sustainment are made possible through (c) interaction. While there are many works of literature that discuss the topics of food, bonds, social capital, and interaction, little has been written on how these aspects function synergistically to create community. Using literature that speaks to food, close personal bonds, social capital, and interactions, I examine how these key aspects integrate with the ideas of community and their relationship to community building. I specifically address how people form community around the sharing of food and social interactions. In order to do so, I explore the role food plays in nourishing this community and look at how people experience and participate in community through the sharing of food. There are three areas comprising my research. 1. First, the observations describe the interactions of the community. 2. Secondly, the interviews give a sense of the weekly dinners from participants who still attend, who no longer live close enough to continue attending, and who have stopped attending for reasons other than their proximity to the neighborhood. 3. Lastly, the weaving of ethnography with autoethnography allows for a reflexive view of what these dinners mean, not only to myself, but also to those who participated in this research project. This study focuses on what constitutes community according to participants--their conceptions of community. In Addition, it illustrates the role food plays in nourishing community, and the participant's role in sustaining community.

The aims of this study were to examine the relations among social capital, human capital, economic capital, and children’s socioemotional well-being during the transition from late childhood to early adolescence and to test an ecological-transactional model of children’s social capital. This work was informed by sociological and economic theory on social capital, human capital, and economic capital (e.g., Becker, 1993; Bourdieu, 1986; Coleman, 1988; Foster, 2002) and two principal frameworks in developmental psychology: ecological systems theory (Bronfenbrenner & Morris, 1998) and the transactional model of child development (Sameroff, 2009). Social capital was conceptualized as both a family-level and a community-level phenomenon, distinguishing between family social capital and community social capital. A major hypothesis was that family social capital and community social capital, alongside family-level human capital and economic capital, are associated with low levels of socioemotional problems. Family-level variables were considered to be nested within the more distal ecological context of community social capital, and the indirect relation of community social capital to socioemotional well-being through family social capital was also considered. Another postulation was that children’s socioemotional well-being and the social capital that inheres in family relationships (i.e., family social capital) are mutually influential, changing over time in a transactional manner. In this vein, children were regarded as agents of social capital, both “creating” and utilizing it to their developmental benefit (or detriment as the case may be). These family-level transactional processes were nested within the context of community social capital. Results indicated that community social capital had little association with family social capital and children’s socioemotional well-being as indexed by internalizing and externalizing problems. However, caregivers’ human capital and economic capital were significant predictors of family social capital. In turn, family social capital was strongly related to socioemotional problems. Notably, harsh parenting behavior, a measure indicative of the health of the caregiver-child relation and thus the potential for social capital to be realized in their interactions, was the strongest predictor of socioemotional well-being. / text

Facebook is the dominant SNS for American students in the United States, and Renren.com is heavily used by Chinese students in China. Chinese international students in the United States are likely to use both the host and home SNSs to keep in touch with their friends in the host and home countries. The purpose of the study is to explore the similarities and differences between host and home SNS use among Chinese international students in the U.S. This study compares their use of Facebook and Renren.com with respect to intensity and patterns of use. It explores how these student sojourners in the U.S. use the two SNSs to build up and maintain their social networks and social capital and how their levels of acculturation to American host culture and maintenance of Chinese home culture are associated with their SNS use. Quantitative data collected through a survey of 212 Chinese international students at the University of Texas at Austin was analyzed to address these research questions. The findings suggest that Chinese international students use Renren.com more intensively than Facebook and prefer Renren.com to Facebook for the purposes of communication and information seeking. They are more likely to use Renren.com than Facebook to interact with Chinese friends whether in the U.S., in China, or in other parts of the world. The intensity of Facebook and Renren.com use were found to be positively associated with bridging social capital, but neither of the two is associated with bonding social capital. Only the intensity of Renren.com use was found to have a positive relationship with maintained social capital. Furthermore, the levels of acculturation to host culture are associated with the intensity of Facebook use, while the levels of maintenance to home culture are associated with the intensity of Renren.com use. / text

Social scientists have long held that the media has a profound effect on modern societies. However, the cultural production of motion pictures and television shows has largely been neglected as a topic of inquiry. The following dissertation seeks to fill this lacuna in the current research by offering a systematic, comprehensive, and comparative analysis of the industry known colloquially as "Hollywood." Specifically, this dissertation seeks to uncover the matrix of causal processes that filter the infinite array of potential television shows and motion pictures to the chosen few that are selected for production. This process is known as "development and green lighting." Drawing from 110 interviews with writers, directors, producers, agents, managers, studio executives, network executives, financiers, and assistants who had been involved in the development and green lighting process, I explore not just decision making but the social milieu within which those decisions were made. Over the course of three chapters, three distinct social processes are examined in turn: institutional scripts ("Formulas"), status ("Stars"), and social capital ("Relationships"). Throughout the thesis, a new approach to cultural production is carried out, based on an inductive methodology where micro-level social processes are examined in the context of macro-level struggles over legitimacy, power, and resources. / Sociology