In this study I defined the global learning environment (GLE) as it appeared in the Global Seminar Project (GSP) to address the issues of change in higher education under the pressure of globalization. The combination of constructivist theory and a Biggs' (2003) deep learning concept provided a framework for answering the following research questions: (a)what project components make the course global? and (b)in what ways does the Global Seminar contribute to deep learning? For the purposes of this study, I used three forms of data collection, including in-depth, open-ended interviews of 20 GSP's instructors; 11 direct observations of the GSP classroom; and analysis of GSP's written documents and artifacts. I used the open-coding feature of ATLAS.ti software to analyze the interview data and identify the descriptive themes that emerged from the observations and documents. The interview analyses revealed that the GSP's global learning environment included five areas: (a) course structure and academic leadership/management; (b) stakeholder involvement; (c) institutional support; (d) course conducive content; and (e) teaching and learning practices. Within these five major areas I indicated four "global" categories of the learning environment established in the course: innovative, international, interactive, supported by the culture of mutual learning. Evidence of deep learning included observed development of students' generic metacompetencies, identified components of instructors' teaching quality, and recognized value of the relationships among course participants. The research findings brought about two co-dependent understandings of the GLE as a conceptual phenomenon and a practical model. As a conceptual phenomenon, the GLE can be defined as a specific property of an educational structure that occurs when teachers and students are engaged in innovative experiences with the purpose of acquiring understanding of complex global-scale issues by means of cross-cultural interactions and on the basis of mutual learning. Applied to an educational practice, this understanding of the GLE forms a constructive and participatory model that provides possibilities for transforming higher education practices: shifting from mass-production knowledge to genuine quality education based on the values of teachers. These conclusive definitions open a dialogue regarding how the GLE can initiate meaningful changes in educational theory and practices. / Ph. D.

Loyalty conflicts. Resistance. Anger. This thesis will take you along on my journey as a South Asian woman and the mother and stepmother of a cross-cultural stepfamily. Through the form of an arts-informed auto-ethnography I will illustrate how I underwent personal and spiritual transformation while (step) mothering four children. It is a story that “both cuts and heals” (Luciani, 2000, p. 39). In this work I show how mothering and stepmothering can “deteriorate into martyrdom if a mother gives her children and spouse the love and care she doesn’t feel that she herself is worthy of receiving” (Northrup, 2005, p. 13). I explore how the pressure to be a “good mother” and “good stepmother” left me feeling inadequate, resentful, doubtful of my abilities and neglectful of my own needs. Hope. Solace. Spirituality. Love. This story is also about healing and renewal and my process of recapturing a sense of self by returning to spirituality. By sinking into my life as a mother and stepmother and viewing my life circumstance as a “vehicle for waking up” (Chodron, 1991, p. 71), I cultivated a conscious state in which anger and resentment was replaced by awe and wonder. I strengthened my agency by directing nurturing and caregiving to myself, pursuing my creativity, and sharing childrearing more equitably with my partner. Mothering and stepmothering became sites of empowerment as I found joy in my relationship with myself, my children, and the community around me. This research provides an example of how meaningful knowledge production can occur in alternative forms to mainstream academic discourse. Arts-informed, auto-ethnographic research offers insights on human relationships and interactions in the world by fostering an epistemological shift for the researcher as well as the reader. As Sameshina and Knowles note (2008) this methodology is “transformational in process and possibilities” (108).

Loyalty conflicts. Resistance. Anger. This thesis will take you along on my journey as a South Asian woman and the mother and stepmother of a cross-cultural stepfamily. Through the form of an arts-informed auto-ethnography I will illustrate how I underwent personal and spiritual transformation while (step) mothering four children. It is a story that “both cuts and heals” (Luciani, 2000, p. 39). In this work I show how mothering and stepmothering can “deteriorate into martyrdom if a mother gives her children and spouse the love and care she doesn’t feel that she herself is worthy of receiving” (Northrup, 2005, p. 13). I explore how the pressure to be a “good mother” and “good stepmother” left me feeling inadequate, resentful, doubtful of my abilities and neglectful of my own needs. Hope. Solace. Spirituality. Love. This story is also about healing and renewal and my process of recapturing a sense of self by returning to spirituality. By sinking into my life as a mother and stepmother and viewing my life circumstance as a “vehicle for waking up” (Chodron, 1991, p. 71), I cultivated a conscious state in which anger and resentment was replaced by awe and wonder. I strengthened my agency by directing nurturing and caregiving to myself, pursuing my creativity, and sharing childrearing more equitably with my partner. Mothering and stepmothering became sites of empowerment as I found joy in my relationship with myself, my children, and the community around me. This research provides an example of how meaningful knowledge production can occur in alternative forms to mainstream academic discourse. Arts-informed, auto-ethnographic research offers insights on human relationships and interactions in the world by fostering an epistemological shift for the researcher as well as the reader. As Sameshina and Knowles note (2008) this methodology is “transformational in process and possibilities” (108).

is thesis explores the overarching topic of the capacity of strategic urban development decisions and initiatives (including planning initiatives) to positively and powerfully influence the ability of a city to promote sustainable patterns of development. The work is presented in six scientific papers, the first four of which focus on the development of an inter-disciplinary conceptual framework and research methodology. The concept of Situations of Opportunity and its related Field of Options is proposed as a means to identify and analyse periods in the growth of cities when urbanisation can be more easily managed so as to promote sustainable development goals. Historical studies in the cities of Stockholm, Dar es Salaam and Curitiba are used to develop the methodology. Another paper looks ahead and refines the methodology in combination with future studies, presenting a research strategy that employs Situations of Opportunity as a means to identify and explore periods in the future urban growth with significant potential for change. Building on the method developed, the remaining two papers consider the social dimension of sustainable development and how it can be promoted in the urban context, during ongoing Situations of Opportunity. The concept of social sustainability is reviewed and discussed from two different disciplinary perspectives (urban development; companies and products), exploring commonalities and differences in approaches, and identifying core themes that cross disciplinary boundaries. A case study of Eastside, a brownfield redevelopment site in Birmingham (UK), reveals how the retention of established small food outlets can provide opportunities for promoting social sustainability goals in an urban regeneration area. Overall, this thesis provides a better understanding of how transformative change can happen in cities. The Situations of Opportunity concept developed here can be a helpful way to study strategic initiatives that promote sustainability in cities. / <p>QC 20101216</p>

Abstract The theoretical basis for this research is alcoholism as a disease. The methodological choices are based on a critical emancipatory perspective. The data consists of individual interviews, group interviews, and written accounts collected from an Alcoholics Anonymous (AA) group, and is analysed through different narrative methods. The principle research question of this doctoral thesis asks, ‘What sort of process of change is the process of recovery from alcoholism as described by eight alcoholic mothers belonging to two generations?’ The secondary research questions are as follows: 1) How do denial of alcoholism in society and societal attitudes towards alcoholic mothers become apparent in dialogue between mothers from two generations? 2) How do mothers in their narration portray the experience of losing control of their drinking? 3) How does the mother-child relationship appear in the narratives of alcoholic mothers? 4) In their narratives, how do mothers describe recovery from alcoholism as a transformative process of change? The results challenge us to examine the expectations placed on motherhood and to scrutinise everything a mother must overcome in order to be a ‘good enough’ mother. Those expectations also set a threshold for applying for and receiving support. This study highlights the stability and stigma of the problems and attitudes faced by alcoholic mothers in our society, strengthening our understanding of the mechanisms of social denial related to alcoholism as a disease. The mothers’ subjective descriptions of losing control of their drinking bring out the nature of alcoholism as a comprehensive, progressive disease associated with a harsh experience as well as negative emotional states. Alcoholism is a disease that traumatises mothers and their children. Issues relating to alcoholism often remain unaddressed in the world of experience of mothers and children for years after a mother becomes sober. This research also highlights the consequences of alcoholism as a disease inherited from one generation to another. The mothers describe their recovery as a liberating, empowering process. The meaningful relationship created with alcohol turns in to meaningful relationship with an abstinent way of life. The significance of telling one’s story and receiving peer support is emphasised. Recovery from alcoholism is, in the longer term, a process leading to transformative change. This research shows that alcoholism is a disease that can be recovered from and that investments should be made to develop support systems for alcoholics with children. / Tiivistelmä Tutkimuksen teoreettisena lähtökohtana on alkoholismi sairautena. Metodologiset valinnat pohjautuvat kriittis-emansipatoriseen näkökulmaan. Aineisto muodostuu Nimettömien Alkoholistien (AA) piiristä kerätyistä yksilö- ja ryhmähaastatteluista sekä kirjoitetuista kertomuksista, ja se analysoidaan erilaisilla kerronnallisilla menetelmillä. Väitöskirjan päätutkimuskysymys tarkastelee sitä, millainen muutosprosessi alkoholismista toipumisen prosessi on kahdeksan kahteen sukupolveen kuuluvan alkoholistiäidin kertomana. Alakysymyksissä kysytään, miten alkoholismiin yhteiskunnassa kohdistuva kielto ja alkoholistiäiteihin kohdistuvat asenteet tulevat esille kahden sukupolven äitien dialogissa, miten äitien kerronnassa tulee esiin juomisen hallinnan menetyksen kokemus, millä tavoin alkoholistiäitien kerronnassa näyttäytyy äidin ja lapsen välinen suhde ja millä tavoin äidit kerronnassaan kuvaavat alkoholismista toipumisen prosessiaan transformatiivisena muutosprosessina? Tulokset haastavat tarkastelemaan äitiydelle asetettuja odotuksia ja sitä, mistä kaikesta äitien tulee selviytyä ollakseen riittävän hyviä äitejä. Odotukset asettavat omat kynnyksensä myös avun hakemiselle ja saamiselle. Äitien kerronta nostaa esiin alkoholistiäitien kohtaamien ongelmien ja asenteiden pysyvyyden ja leimaavuuden vahvistaen käsitystä alkoholismiin sairautena liittyvistä yhteiskunnallisista kiellon mekanismeista. Äitien subjektiivinen kuvaus juomisen hallinnan menetyksestä tuo esiin alkoholismin luonteen kokonaisvaltaisena ja etenevänä sairautena, johon liittyvät rankat pohjakokemukset sekä negatiiviset tunnetilat. Alkoholismi on äitejä ja heidän lapsiaan traumatisoiva sairaus. Asiat ovat käsittelemättöminä äitien ja lasten kokemusmaailmassa usein vielä vuosia äidin raitistumisen jälkeen. Tutkimus nostaa esiin alkoholismin seurauksia myös sukupolvesta toiseen periytyvänä sairautena. Toipumistaan äidit kuvaavat vapauttavana ja voimaannuttavana prosessina. Alkoholiin syntynyt merkityksellinen suhde kääntyy merkitykselliseksi suhteeksi raitista elämäntapaa kohtaan. Kertomisen ja vertaistuen merkitys korostuvat. Alkoholismista toipuminen on pidemmällä aikavälillä transformatiiviseen muutokseen johtava prosessi. Tutkimus osoittaa alkoholismin sairaudeksi, josta voi toipua ja alkoholistit lapsineen asiakasryhmäksi, jonka auttamisjärjestelmien kehittämiseen tulisi panostaa.

This thesis departs from the assumption that the current socio-ecological crises require new and alternative imaginaries as well as lifestyle changes. Following a qualitative research method, seven semi-structured interviews were conducted with eco-community members and analysed thematically to determine their motivations, values and beliefs, and search for a potential common imaginary. As imaginaries shape behaviours, they also have the potential to motivate change. It is argued in this thesis that eco-community members are actively implementing local transformative change according to their alternative imaginaries. Results show that eco-community members think of imaginaries as primarily personal and that their implementation of change is turned towards the individual and local scale. This thesis explores both theoretical perspectives such as utopias, third places, autonomy and also practices like permaculture and education on sustainable lifestyles. Ultimately, this study shows how hope is rooted in the tangible actions of some citizens who are already working to create desirable futures.

The Potential to Be the Most Historic Higher Education Reform Effort of Our Time: Implementation of AB705 As a result of California Assembly Bill 705(AB705, 2017) and California Assembly Bill 1705 (AB1705, 2021), most 1st-year students will enroll directly into transfer level math and/or English courses (Baca, 2021; Lopez, 2022; Melguizo et al., 2022; Sims, 2020). Students once placed into remedial coursework before enrolling in transfer level coursework may need more student support services to ensure course completion and retention (Atkins & Beggs, 2017; Baca, 2021; Cook, 2016; Lopez, 2022; Melguizo et al., 2022; Sims, 2020). The recent implementation of AB705 allows for community colleges to redesign pedagogical practices and restructure student support to address equity gaps and promote student success (Sims, 2020). Prior to AB705, remedial math and English course sequences were often gatekeepers that prevented students of color from completing their educational goals (Bailey, 2015; Bailey et al., 2013; Bragg et al., 2019; McClenney, 2019). As colleges move toward full compliance of AB705 and AB1705, colleges should have a comprehensive understanding of faculty members’ experiences as they implement reform efforts. Faculty perceptions of how the legislation has impacted student equity and success outcomes can inform continued, reiterative, and intentional improvements to reform initiatives. This qualitative study used semistructured interviews of English faculty members to examine if AB705 served as a catalyst for transformative change across academic and student support structures at community colleges. This study uncovered reform recommendations and best practices colleges can implement as they redesign educational support structures at their colleges.

The thesis explores issues relating to transformative change in the context of marine governance in the Coral Triangle, and the effects of such change processes on policy, stakeholder relations and management activities. Paper 1 studies how change-oriented actors (institutional entrepreneurs) operating at the international level can introduce and purposefully navigate large-scalechange processes. Paper 2 studies the impact of resource inequality on multi-stakeholder collaboration, and tackles the literature of boundary work so as to increase its usefulness for understanding complex, multi-level governance initiatives. Paper 3 explores how narratives about the marine environment are entwined with and influence critical aspects of marine ecosystem governance such as resource allocation, day-to-day management actions, stakeholder relations, and long-term ecological monitoring. Paper 4 investigates how actors at the local level can capture opportunities at higher institutional levels while at the same time catalyzing local potential for change by focusing on the interplay between strategies,opportunity and context. The results show that institutional entrepreneurship requires understanding of how strategies can be matched with opportunity and context, for example by offering a way for other actors to address key priorities and add value to their organizations. The results also show that behind the scene organizing is often a precondition for the introduction of transformative change. Shifting the process from an informal track to a formal track where ideas about transformative change can be deliberated among a broader set ofstakeholders is thus a major challenge. Moreover, a strong narrative is key to successfully introducing and driving transformative change. In this sense, the ability to articulate and distribute a narrative which tells a compelling story about the broader system is critical. Finally, power dynamics are constantly at play in transformation processes due to resource asymmetries. The thesis shows that differences in resources may influence the credibility, legitimacy, and salience of transformative change. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 3: In press.</p>

The alternative food movement claims varied goals such as building environmental sustainability, strengthening local economies, and promoting health equity, yet critics argue that the movement’s transformative potential is threatened by a lack of shared vision. Literature suggests that community-based multi-stakeholder coalitions are a useful tool for building consensus around food systems futures. But what kinds of futures? Home Grown Springfield is a school food initiative aimed at reducing hunger in Springfield, MA by serving healthy, homemade, and locally-sourced meals via the Culinary and Nutrition Center, a brand-new full-service commercial kitchen and storage facility. This qualitative case study examines the engagement process of the Culinary and Nutrition Center’s Advisory Council, a multi-stakeholder coalition convened in 2018 to guide the project. The engagement process was envisioned by the Springfield Food Policy Council, Springfield Public Schools, and Sodexo, and funded by the Henry P. Kendall Foundation. Research findings suggests that engagement of diverse actors promotes expanded project visions, which results in more holistic, progressive, and potentially transformative food systems change. In addition, it reveals challenges around the process of authentic community engagement and the dynamics of power-sharing between project leaders and community members. This research has multiple objectives: 1) to document the first year of the Advisory Council’s process for its own reflection; 2) to demonstrate the need for planners to help facilitate diverse cross-sector engagement for more holistic and progressive regional planning; and 3) to highlight the critical need for community leadership and decision-making in planning for sustainable and equitable community development.

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