In this dissertation, Essay 1 draws upon agency theory and corporate governance to classify control enhancing corporate governance provisions and to examine the use of these provisions within the context of publicly traded family firms. I argue that publicly traded family firms will differ from publicly traded nonfamily firms in terms of the frequency of the use of different types of control enhancing governance provisions. Specifically, I argue that family ownership will influence the frequency of the use of provisions and family management will moderate the relationships between family ownership and the frequency of the use of governance provisions. I develop and test the hypotheses on a sample of 386 of S&P500 firms. Findings do not support the hypothesized relationships. A rationale for the non-significant relationships is also provided. In Essay 2, drawing upon agency theory and the extant family governance literature, I examine the link between family involvement, the use of governance provisions, and firm performance. I suggest that the frequency of the use of different types of control enhancing governance provisions differentially influence the relationship between family involvement (i.e. family ownership and family management) in the business and firm performance. I develop and test the hypotheses on 386 of the S&P500 firms. Findings support the hypotheses suggesting the moderation effects of (a) the frequency of the use of provisions protecting controlling owners in terms of their sustainability of controlling status on the inverted u-shaped relationship between family ownership and firm performance, (b) the frequency of the use of provisions protecting management legally on the inverted u-shaped relationship between family ownership and firm performance, (c) the frequency of the use of provisions protecting controlling owners in terms of their voting rights on the inverted u-shaped relationship between family management and firm performance, (d) the frequency of the use of provisions protecting noncontrolling owners on the inverted u-shaped relationship between family management and firm performance, and (e) the frequency of the use of provisions protecting management monetarily on the inverted u-shaped relationship between family management and firm performance. Finally, results, future research directions, and implications for practice are discussed.

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Thesis advisor: Lisa S. Cahill / Weaving qualitative interview analysis together with ethical inquiry, this project traces the trajectories of Catholic women and couples who hope to form families but contend with infertility and consider whether and how to treat it. Motivating this study is the challenge of balancing individual agency with the role of powerful social forces that shape agency. Examining and critiquing the social forces that shape the circumstances in which Catholic women and couples in the U.S. contend with infertility, this dissertation demonstrates how agential freedom is conditioned by familial, clinical, and ecclesial cultures and structures. It harnesses sociological tools and theological resources to argue for an account of agency that prioritizes critical engagement of contextual factors and suggests that the Church as a moral teacher ought to support the cultivation of this agency. Chapter one challenges the model of moral agency found in magisterial teachings that oppose the use of contraception and reproductive technologies, which suggests that lay Catholics ought to obey magisterially prescribed norms regardless of context. The chapter argues that the magisterial model of moral agency does not adequately account for the role of context in shaping agency, and it instead proposes an account of contextually situated agency that resonates with Pope Francis’ prioritization of contextual realties in his apostolic exhortation Amoris Laetitia. The second chapter demonstrates how various social forces, including structures supporting heterosexual marriage, cultural ideals related to biological childbearing, and ecclesial structures of marital formation all contribute to U.S. Catholic couples’ family formation choices and can intensify burdens of infertility. The chapter proposes a reorientation of Catholic support for families centered on justice in relationships and Christian discipleship instead of family structure. The third chapter examines how cultural ideals related to childbearing, the medicalization of infertility, and social location all contribute to shaping how Catholic women in the U.S. make sense of infertility. Contesting the cultural notion that women are responsible for infertility with reference to a criterion of justice, it describes infertility as a kind of biological bad luck also shaped by systemic forces. Structural injustices related to sexism and racism in healthcare function to distribute the bad luck of infertility unjustly based on societal vulnerabilities, which constitutes a kind of social sin. The fourth chapter considers how two different understandings of Catholic identity shape treatment trajectories of Catholics contending with infertility toward either secular fertility clinics or Catholic clinics. It then examines these two clinical settings, demonstrating how contextual pressures shape how Catholics make treatment choices and underscoring how Catholic moral commitments can support moral agents’ resistance to these pressures. Its final section considers the social forces at work in adoption and fostering. The final chapter turns to the role of the Church in supporting the moral agency of Catholics making decisions regarding family formation and infertility treatment. After analyzing and critiquing the dominant ideals found in Catholic and secular support group settings, it suggests that synodal commitments of mutual listening and inclusive dialogue can support the development of new structures of moral discernment in the Church. It concludes by considering how the social witness of the Church can contribute to the transformation of sinful social forces that constrain the freedom of women and couples contending with infertility. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Outsourcing is a method of staffing where a staffing agency takes on the responsibility of conducting the staffing process. This defines a B2B partnership between the staffing agency and the client organization, which is scarcely connected to outcome success in the partnership literature. The study aims to get an understanding regarding the operation of the staffing agency and outsourcing incentives in connection with how a partnershipbetween the two is able to be maintained and developed. This is a qualitative study with semi-structured interviews, conducted with one Swedish staffing agency and three of their clients. It follows the interpretivism research philosophy with an abductive approach.The findings of this research show that companies choose to outsource staffing when they wish to optimize their resource distribution. The Resource BasedView, which was historically linked to outsourcing, is one of the mainincentives' perspectives. Regarding the B2B partnerships in staffing outsourcing, it is concluded that taking the initial transactional partnership into the long-term transformational partnership is done through matching expectations and outcomes. Agency problems are dealt with from a triadicperspective and the service quality dimensions are a main tool to assess satisfaction of outsourcing success.

Transformational change for Broadening Participation in Engineering (BPE) of racial, ethnic, and gender groups has not occurred, despite continuing efforts for over four decades. BPE can be represented through particular activities to increase underrepresented students' participation at the undergraduate and graduate levels (herein referred to as BPE Work). One approach to investigating the complexity of change through BPE is through the analysis of a sub-group of faculty who engage in BPE Work within the system of engineering education. In the case of BPE, investigation of faculty engagement is limited. Further, limited exploration of the majority group's experiences (i.e., white men) exists concerning their agency and this type of work. This study investigates the experiences of engineering faculty who identify as white men and have been engaged in BPE Work using faculty agency and narrative. These narratives reveal insights into the current system that may drive, sustain, or prohibit BPE change. Using the narrative experiences of eight engineering faculty involved in BPE Work who identify as white men, this research explores the following questions: (1) What activities do white men faculty describe in their personal narratives of engaging in BPE Work; (2) How do white men faculty describe their trajectory into and through engaging in BPE Work; (3) What factors influence the actions and perspectives of white men faculty engaged in BPE Work; and (4) How do white men faculty describe the outcomes to their professional and personal lives when using their agency for BPE Work? Application of data analysis to research questions to elicit findings found in chapter 4 consisted of an accountability cycle, BPE Work activities, factors that impact (constraining or enabling) BPE Work, and outcomes to the participants' lives from engagement in BPE Work. The participants of this study shared experiences in which they expressed perspectives on BPE, reflecting on their backgrounds. Archer (2003) describes the ability to take a stance regarding society as invoking an "active agent," but that this stance is not a one-and-done situation (p. 343). This study resulted in findings for Deans and Provosts on the vital need for a normalized climate for BPE Work, the hidden essential functions of Engineering Student Support Centers, value-focused needs for tenure/promotion/merit processes for BPE Work, the trajectory of faculty development in BPE Work, the experiences that permeate into faculty life in undergraduate student development, and the need for future work in interrogating power dynamics in engineering education The need for all faculty to be involved in change alludes to a necessary understanding. The number of faculty of color and women faculty is not robust enough or supported to carry the system's burden. A need is present to take a realistic look at how white men experience BPE Work. This look is vital for policy and the identification of system constraints that need to be evaluated and used to drive BPE forward. / Doctor of Philosophy / Change for Broadening Participation in Engineering (BPE) (specifically for underrepresented races, ethnicities, and women in engineering) has not occurred, despite continuing efforts for over four decades. BPE can be represented through particular activities to increase underrepresented students' participation at the undergraduate and graduate levels (herein referred to as BPE Work). One approach to investigating the complexity of change through BPE is through the analysis of a sub-group of faculty who engage in BPE Work within the system of engineering education. In the case of BPE, investigation of faculty engagement is limited. Further, limited exploration of the majority group's experiences (i.e., white men) exists concerning their agency and this type of work. This study investigates the experiences of engineering faculty who identify as white men and have been engaged in BPE Work using faculty agency and narrative. These narratives reveal insights into the current system that may drive, sustain, or prohibit BPE change. Using the narrative experiences of eight engineering faculty involved in BPE Work who identify as white men, this research explores the following questions: (1) What activities do white men faculty describe in their personal narratives of engaging in BPE Work; (2) How do white men faculty describe their trajectory into and through engaging in BPE Work; (3) What factors influence the actions and perspectives of white men faculty engaged in BPE Work; and (4) How do white men faculty describe the outcomes to their professional and personal lives when using their agency for BPE Work? Using narrative methods, this study resulting in findings at the departmental, college, and national levels that imply the need for further investigation into the experiences of white faculty in engineering and their involvement in BPE Work. The need for all faculty to be involved in change alludes to a necessary understanding. The number of faculty of color and women faculty is not robust enough or supported to carry the system's burden. A need is present to take a realistic look at how white men experience BPE Work. This look is vital for policy and the identification of system constraints that need to be evaluated and used to drive BPE forward.

Executive compensation and its potential importance in aligning shareholder and management interests has been an extensively researched area within corporate finance. We study executive compensation while addressing several unresolved issues in the literature. In essay one, we examine CEO compensation following spin-offs. We find that CEOs are rewarded for undertaking a spin-off. Change in compensation for CEOs of spin-off firms following spin-offs is significantly higher than that for matching firms. We also find that the increase in compensation following spin-off is negatively associated with the change in firm size following the spin-off. Unlike mergers and acquisitions through which increases in executive compensation seem to be more related to size than performance, we show that CEO compensation increases following spin-offs even though spin-offs reduce firm size. In the second essay, we study changes in CEO salaries and their relation to firm performance. We document that changes in CEO salaries, which are a more permanent form of compensation change, are related to long term measures of performance. We find that CEO salaries change much more in relation to long term stock returns than short term stock returns. We also study the asymmetry in the relation between salary changes and firm performance. We find that while short term negative returns are related to changes in CEO salaries; only long term positive returns are significantly associated with CEO salary changes. This asymmetric relation is also present between total CEO compensation changes and stock returns. In essay three, we examine managerial decision horizons for target and acquirer firms in mergers and acquisitions. We find that acquirer CEOs have longer decision horizons than target firm CEOs in stock financed mergers. Acquirer CEOs in cash financed mergers and acquisitions also have longer decision horizons than target CEOs. Acquirer CEOs in both stock and cash financed mergers have significantly higher proportions of equity based compensation and significantly lower proportions of cash based compensation than target CEOs. In logistic regressions, measures of decision horizons for target and acquirer CEOs are not significantly related to the odds of stock financing in mergers and acquisitions. Our results do not offer strong support to the implications from the Shleifer and Vishny theory on the rationale for stock financed acquisitions.

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Student motivation has long been a concern of mathematics educators. Here, I characterize motivation, defined as an individual's desire to act in particular ways, through analysis of students' extended, collaborative problem solving efforts. Grounded in a longitudinal research project in calculus learning and teaching, Contextualized Motivation Theory (CMT) offers a means for understanding the complexities of student motivations in mathematics learning. Students in this study chose to act upon various intellectual-mathematical motivations and social-personal motivations, existing simultaneously, within a supporting "web" of motivations. Students exhibited intellectual passion in persisting beyond obtaining correct answers to build understandings of mathematical ideas. CMT positions personal agency as the active power in intellectual passion, foregrounds mathematical need as a kernel of students' problem solving industry, characterizes the social nature of motivation, and encompasses conceptually driven conditions that foster student engagement in mathematics learning.

The purpose of this qualitative study was to examine the narratives of 10 students who began an academic course with strong negative attitudes but finished the course with strong positive attitudes. In the beginning of the course, each student exhibited one of these three tendencies: apathetic, compliant, or disillusioned; however, by the end of the course, they exhibited a transformed disposition. This study attempts to answer the question of what the turning points were for their transformation and how they made the change. The findings of this study were that regardless of individual tendencies, the ability to exercise agency was the principal turning point for these students, followed by seeing that relevance in their own lives, and taking the initiative to approach the teacher with problems. An unexpected finding was how students with a transforming tendency tend to see learning as a spiritual activity and that through faith, acknowledging others, reverence, and humility, they can change their strong negative attitudes toward a course.

This master’s thesis is a qualitative research project that explored the transformation of multiple individuals who initially learned for self-interested purposes, but later had a shift in their desire to learn so as to benefit others. The author collected rich narratives that described this phenomenon and provided insight into the following question: what is the experience of a learner who transitions from learning out of self-interest to learning out of altruistic purposes? The author found the following five major themes across six participants as they transitioned to more altruistic learning: humility, self-efficacy, resources, success and agency. These themes give insight into the shift of an altruistic learner’s perspective as they shifted from self-interested desires to altruistic desires. In doing so, these learners find the most significant meaning in learning by helping influence the recipient in a meaningful way and not just accomplishing the task. The implications of this research can better help educators understand principles of altruistic learning and thereby create opportunities for others to become altruistic learners.