This dissertation explores women’s participation and engagement in literacy courses from an identity perspective within the broader context of women’s life stories and the socio-cultural, economic and institutional contexts within which the courses take place. The approach I develop rests on a combination of literacy, discourse and identity theories. It draws on the social theory of literacy to show how women’s valuations of literacy and education contributed to the construction of the subject positions they attempted to enter through their participation in literacy courses. Drawing on Norman Fairclough’s understanding of discourse, I focus on the link between identity processes and the discourses and socio-political structures which are understood to be in a dialectical relationship with each other. I draw on feminist theories of self and subjectivity to understand how women attempted to change aspects of their selves created by the interplay of their social and material circumstances, their agency, and specific life trajectories. In Turkey, the majority of the participants in the literacy courses are women. The state-funded People’s Education Centres (PEC), with their extended network, attract the majority of the participants. Adult literacy programmes are organised as Level 1 and Level 2 by the Ministry of National Education (MoNE) and these two levels of adult literacy and basic education courses in Turkey are offered under the monitoring and inspection of said Ministry. I chose for the sites of my research two PEC literacy courses in disadvantaged areas of Istanbul where the occasional shanty house coexists with haphazardly-built apartment buildings. Methodologically, my study has an ethnographic approach to feminist discourse analysis. I observed one Level 2 literacy course at each centre over the course of four months. I had repeated interviews and conversations with seven women participants at Akasya PEC and four women participants at Lale PEC. Fieldnotes and interview transcriptions of more structured interviews constituted the major body of my data. The study shows that women’s accounts of their participation in the courses were underlined by discourses of formal education and literacy. These discourses have a prominent role in the official policy documents. However, the dissertation argues that the significance of the discourses of formal education and literacy was equally rooted in women’s attempts to redress, through their participation in the courses, some of the structural and institutional injustices they experienced as girl-children. These injustices made it difficult for my participants to access most of the prestigious literacy practices, knowledge and associated identities. The study highlights the meanings of the subject position of the schooled person which women attempted to take on through their participation. It also brings to the fore ways in which the discourses of formal education and literacy and the subject position of the schooled person were underpinned by socio-political structures such as gender, social class, ethnicity, rural-urban migration and the extent of poverty individual women lived in. It reveals women’s persistent attempts to access and continue the courses within the constraints of bureaucratic hurdles and socio-economic hardship and responsibilities. The study demonstrates how women “took hold” of the dominant literacy practices and power relations they found in the literacy classrooms. It shows the ways in which women aligned themselves with the schooled literacy practices and at times challenged the dominant literacy practices and power relations they found in the classroom. The study shows that women’s understanding of the value they found in education changed as a result of their educational experiences. It shows that women found joy in learning things they found both challenging and important. These findings contribute to discussions on the symbolic value of education and school literacy practices for literacy learners by exploring the roots of this symbolic importance in women’s life stories. The study demonstrates the importance of both schooled literacy practices and the broader value of education and the emerging specific uses of literacy in everyday life. The findings challenge the portrayal of literacy learners in policy documents and most of the literature in Turkey which assume that their most important literacy need is access to school literacy practices. The findings also challenge the deficit view of literacy learners in policy documents which undermines their social and economic capabilities. Thus the study extends understanding of what is considered as literacy that has the potential to improve one’s material and social conditions by exploring the perspectives of different women who lived in differing levels of poverty and socio-economic obligations. It also contributes to arguments on the reasons of finding value in education by showing the ways in which women found joy in learning in formal literacy classrooms as a result of their educational experiences.

As most elderly people are believed to spend the majority of their time indoors, the physical interior environment is likely to be of particular importance to them. Research relating to the concerns of elderly people and their perceptions has been subject to significant growth in recent times. This study, then, is concerned with acquiring knowledge of elderly people’s perceptions toward sheltered housing design. The principal aims are to examine and apply multi-methodologies to improve the effectiveness of data gathered from elderly respondents and to understand their perceptions of the interior environments they inhabit. Moreover, the purpose of the study is to determine the relative importance that the elderly attach to the various key interior elements and spatial areas within a sheltered housing scheme, in order to facilitate an improvement in these schemes as a whole. Initially, this thesis provides an introduction briefly explaining the motivation and background of the study along with the research aims and objectives. The related academic literature is then presented along with an outline of the background of each method used. Following this, the main research is detailed describing the four different methods, namely: Visual Record survey, Sketch Map survey, Detailed Recall survey and User-centred Conversational Tour, which are subsequently integrated with the goal of achieving more accurate and reliable results. Furthermore, the findings of the study established the priority of selected interior elements and spatial areas within the recent sheltered housing scheme, as assessed by elderly subjects. The design issues were summarised as the subjects’ perceptions of sheltered housing arrangements and their spatial design preferences. Indeed, they provide a provisional check list for the future design of residential environments for the elderly or modifications to existing facilities. In addition, the study provides a basic understanding of how elderly people observe unfamiliar spaces. More specifically, the results could be used to establish budget priorities relative to the building of new sheltered accommodation and should certainly be considered in the design or modification of residential environments for the elderly. The research was carried out by De Montfort University and in association with Leicester City Council Housing Department (LCC Housing Department). It was an investigation into elderly persons' perceptions of the interior environments of sheltered housing, with the intention of improving contemporary sheltered housing design. The facts presented and views expressed in this thesis are, however, those of the author and not necessarily those of the LCC Housing department.

Mainstream institutions have, historically, dismissed Indigenous worldviews, knowledges, and research approaches (Bowman-Farrell, 2015; Harrington & Pavel, 2013). However, in recent years, a literature has emerged articulating Indigenous research methodologies (IRMs), and their distinctiveness from Western, Eurocentric perspectives on inquiry (Denzin, Lincoln, & Smith, 2008; Kovach, 2009; Smith, 1999 & 2012; Wilson, 2008). This has coincided with increased need for IRM scholars and practitioners to secure extramural funds to support their activities. But questions remain as to how the U.S. federal grant making enterprise has accommodated Indigenous frameworks. This research explores synergies in the ways that grantees, grant makers, and other related stakeholders understand and navigate the federal funding enterprise in science, technology, engineering, mathematics, and health (STEM-H) fields; and the impact of how, and to what extent, this space is successfully navigated. To align with Indigenous worldviews, I use triple theoretical lenses of Tribal Critical Race Theory (Brayboy, 2005), Storytelling, and Interstitial Spaces (Cram & Philips, 2011), and an indigenized case study design. Eleven participants from Tribal Colleges and Universities and tribal communities, federal funding agencies, and consulting firms participated in unstructured interviews to tell their views about Indigenous approaches in the federal funding environment. Coupled with document review, the analysis showed that perceptions of risk, evidence, and expertise were sources of tension, although there were also areas of real and lasting success. I suggest that despite policies to diversify STEM-H grant making, Indigenous perspectives have largely been excluded from these discourses. This may have the effect of compromising the integrity of the validity construct as used in the dominant research methodology literature. I offer a model, called Fifth Paradigm Grantsmanship, as one means to usher transformative change in grant making.

This thesis outlines the notion of '<i>Disruptive Futuring'</i> as a new design methodology to addressing climate change. It is founded on making a connection between our behaviour as individuals and the environment. Since the publishing of 'Our Common Future' (Brundtland Commission.1987) major bodies have been publicly documenting the damage that climate change is having on the planet. This has been followed by the creation of United Nations Climate Change Conference international incentives including the Kyoto Protocol and national attempts including government departments and NGO projects. All have been directed to address the issue of climate change but have seen minimal success. Psychology plays a significant role in understanding and promoting human behavioural change and how we prioritise particular decisions or actions. However, until recently it has carried less weight in a design approach to solving behavioural problems in climate change. The primary issue is that climate change isn't a normal behavioural problem, and numerous psychologists including Stoknes (2015) highlight its incompatibility with innate human motivation. Newly explored areas within psychology and behavioural economics expose some of the reasons we may react to climate change with lower importance then other less damaging problems. <i>Disruptive Futuring</i> provides a new methodology based on thinkers such as Fogg (2002), Gilbert (2015), Dubner and Levitt. (2009), Marshall(2014), Pink(2009) and Stoknes (2015) to improve quantitative and qualitative adoption of designed interventions aimed at changing behaviours in order to accelerate human actions affecting climate change. This thesis takes a research through design approach that incorporates reflective practice. The research builds upon a literature review evaluating our connection with climate change, resulting in combining behavioural psychology with mapping and lens methods. <i>Disruptive Futuring</i> is presented as anew design methodology that develops new types of behavioural change using what Thaler & Sunstein (2009) describe as "Nudge" as a process to reroute people to new actions and flows in their everyday lives. These behavioural changes are achieved through framing climate change in ways humans are motivated by. Three practice-based projects pilot the methodology of <i>Disruptive Futuring</i> by exploring the topics of energy, water and food. These areas were selected because of their significance to our physiological requirements as highlighted by Maslow (1943). The projects result in three systems-based interventions aimed at changing behaviours that negatively impact climate change. It is observed through reflection that this methodology provides a context for designers to work in an oblique way; it has a preference to influence thinking and designing in systems; and that complex psychological concepts can be applied through designed interventions that reduce the conflict between our psychological composition and the human perception of climate change. This research explores the capability and capacity for <i>Disruptive Futuring </i>to bring climate change psychology into a unified way for designers to use during the conception and research stages of designing interventions, technology or services that target behavioural change, decisions making and create new ways of living to have less impact on climate change.

African American high school students face considerable personal and circumstantial challenges such as poverty, living in high crime neighborhoods, a lack of positive role models, low socioeconomic status, and social inequity in their efforts to achieve academic success. Finding solutions for persistent academic underperformance and closing the achievement disparity gap for minority children are challenging. This generic qualitative study examined the motivations of high-achieving African American high school students to persevere and achieve academic success despite their personal and circumstantial challenges. Social cognitive theory framed the study. Semistructured interview data were collected from 10 high achieving African American high school juniors and seniors from 2 local schools. Data were thematically analyzed via open coding. The following themes were identified; (a) utility of school and the importance of education; (b) importance of organization; (c) importance of involvement in extracurricular and creative activities; (d) positive home support, parent involvement, and communication; (e) positive sibling/peer influence; (f) positive adult role models; (g) high expectations of self; (h) importance of perseverance, and; (i) seeing barriers and challenges as opportunities. The findings of this study promote social change by providing information to individuals, families, and school systems that may lead to the development of interventions that could enhance school engagement in African American students.

Crack cocaine users need efficacious treatment options to address triggers and cravings for the drug. The purpose of this qualitative, multiple case study was to explore the recovery narratives of 3 purposefully selected substance abuse counselors who were once addicted to crack cocaine and whether or not these narratives fit within the 5 stages of the transtheoretical model of change (TTM). The TTM was used in this study to explore the stages of change in those with prior addiction regarding the motivational strategies needed to promote change. Data collected in face to face interviews were organized using thematic content analysis and QDA Minor Lite analysis software. Study results showed that the action stage seems the be the most promising focus for change. Each participant once in the action stage moved between action and relapse until action and maintenance became solidified in their mindset. The action stage, therefore led to social change for the individual, their family, and the community in which they lived. Therefore, the process of recover does fit within the stages of the TTM, however, relapse and risk of relapse plays a vital part of not making the stages qualitatively distinct. The results of the study show that various factors create the addiction process and help to recover from it. However, self-actualization and self-determination prove to be the motivating factors of change and recovery. The findings contribute to social change by understanding how the recovery stories fit within the stages of the TTM and how further understanding of the relapse process is necessary to possibly get to a definitive termination stage.

Problem solving methodologies in IS are numerous, varied in objectives and scope, and commonly suffer consequences of deviation and rejection. This research investigates the essence of methodologies in order to understand and to address these consequences. In this thesis, methodologies are treated in a broad sense in order to arrive at a generalisable solution. An integrated research framework was constructed to pursue the solution. The framework is based on my adopted ontological, epistemological and methodological assumptions. The research is considered as an interpretivist single case study using qualitative research methods. A holistic Information Security Methodology was selected for in-depth study. Data were collected from various sources, but primarily from focus groups using 18 participants representing 11 organisations. Data were also collected from the developer of the methodology and two other organisations who were implementing it. Data analysis was based on a grounded approach to arrive at a substantive theory representing a conception of an ideal methodology as perceived by these practitioners. The use of the Hermeneutic circle and the purposely constructed Interrogative Framework were the essential tools for analysis. This conception is believed to hold some of the key factors for reducing the common problems of deviation and rejection of methodologies. The proposed theory is the main contribution of this research, which can be used as a foundation theory to construct and evaluate methodologies. The theory also has been used to propose extensions to existing theories. The core theory consists of basic elements and attributes. Other constructs were also developed to be used as contexts to the theory. In totality these findings provide a rich sphere to examine and understand methodologies.

Software engineering techniques have been employed for many years to guide software product creation. In the last decade the appropriateness of many techniques has been questioned, given unacceptably high rates of software project failure. In light of this, there have emerged a new set of agile software development methodologies aimed at reducing software projects risks, on the basis that this will improve the likelihood of achieving software project success. Recent studies show that agile methods have been gaining increasing industry attention. However, while the practices recommended by agile methodologies are said to reduce risks, there exists little evidence to verify this position. In addition, it is posited that the very processes recommended by agile methodologies may themselves introduce other risks. Consequently, this study addresses the risks inherent in the human collaboration practices that are central to agile methods. An analysis of the risk management literature reveals that personality conflicts and customer-developer disagreements are social risks that occur through human collaboration. These risks negatively affect team cohesion and software project success. Personality conflicts are said to be mostly influenced through poor team formation, whereas customer-developer disagreements are induced through excessive customer direct interaction. However, these risks are not adequately addressed by standard risk management theories. Furthermore, an evaluation reveals that these risks are also not considered by existing software tools.This study therefore designs and implements a web-based solution to lessen the social risks that may arise in agile projects. The Agile Social-Risk Mitigation Tool (ASRMT) offers support for personnel capability assessment and management and for remote customer feature management, extending the customer's access through an interface. Using software engineering experts to evaluate ASRMT, the tool is shown to effectively address social risk management theories, and is considered likely to assist agile developers in their handling of social risks. In addition, above and beyond its intended purpose, ASRMT is also likely to assist agile teams with general project management. The findings of the ASRMT user evaluations demonstrate sufficient proof of concept to suggest that such a tool could have value in live software projects.

The use of systems development methods are, by many, seen as the way to solve development problems, decrease development time, and improve the quality of software systems. Despite this, little is known about how development methods are actually used in the software industry. The aim of this project is to investigate how a widespread development method is implemented and used in an organisational setting. The result of this project is a case study description of how Volvo Information Technology implements, adapts, and uses the commercial development method Rational Unified Process® (RUP®) in combination with other methods. The implementation is centrally administered and done incrementally over several years in order to build competence in the organisation. RUP is also adapted to the specific situation of the organisation, each division, each development project, and even adapted by individual developers.

Preliminary reading and research with Anishanaabe Maamwaye Aki Kiigayewin and the Mississaugas of the New Credit First Nation (MNCFN) indicated that integrating Indigenous Knowledge and Practices into existing social innovation strategies is not always sufficient to provide useful tools for Indigenous innovation process. However, it became clear that social innovation shares common ground with the Indigenous resurgence movement and, when considered along with critical indigenist research strategies, can provide direction for Indigenous innovations at multiple scales. The purpose of this thesis is to provide a preliminary exploration of social innovation from a critical indigenist perspective to increase its utility in Indigenous contexts. Together with Anishanaabe Maamwaye Aki Kiigayewin and MNCFN, and following Indigenous scholars, I have strived to implement
critical indigenist methodologies by linking critical and Indigenous methodologies through action-oriented research to address the asserted
needs and interests of Indigenous partners. Through this critical indigenist approach, I have strived to implement participant observation, reflexivity, and settler storytelling to fulfill my research objectives. Through a discussion of current initiatives undertaken by Anishanaabe Maamwaye Aki Kiigayewin, I demonstrate that major themes and strategies of social innovation are useful in supporting the resurgence of Indigenous Knowledge and Practices. This discussion results in the conclusion that Indigenous innovation is a unique type of social innovation informed by Indigenous Knowledge to promote the resurgence of Indigenous Knowledge and Practices. From this position, I propose a conceptual model for Indigenous innovation that links resilience, social innovation, Indigenous resurgence, and critical indigenist research strategies with the intent to lay a foundation for further development of a historicized, culturally appropriate model that promotes the resurgence of Indigenous Knowledge and Practice. I demonstrate the utility of this model by using it to organize a description of current initiatives underway in MNCFN and then using it to speculate on future initiatives that may foster successful innovation(s) in MNCFN Traditional Territory. In conclusion, articulating Indigenous innovation as a unique type of social innovation may lead to developing approaches to relationship building and knowledge integration that are culturally appropriate and ultimately more useful for Indigenous innovators looking to implement them.