In recent years, a growing body of research has examined the issue of work–life balance (WLB). WLB initiatives have been developed by organisations, not only to aid employees in leading healthier and more satisfying lives, but to attract and retain talent. One area where WLB issues have not been examined in detail is from the perspective of Chinese immigrant women. As one of the largest and growing Asian ethnic groups, the WLB issues faced by Chinese women are especially worthy of being examined and addressed. The primary purpose of this research was to explore the WLB experience of Chinese women in administrative roles at Auckland University of Technology (AUT). It also aims to contribute to the body of knowledge on WLB issues for minority ethnic groups and investigated Chinese women’s coping strategies for integrating work with their non-work roles. An exploratory qualitative case study approach was adopted for this study in order to compare and contrast organisational initiatives and policies for WLB with women’s experiences. A triangulated research design was also employed to glean qualitative data by virtue of multiple methods including archival evidence such as publicly available documentation, secondary research on WLB and AUT’s WLB policies, and semi-structured interviews. This study involved 12 Chinese female administrative staff and three staff members from the Human Resource Department (HRD), the Asian Staff Network (ASN) and the AUT Branch of Tertiary Institutes Allied Staff Association (TIASA). Participants were recruited by utilising sources such as the Asian Staff Network (ASN) and the researcher’s network of contacts within AUT. The findings of the study indicated that Chinese women’s WLB experience and ways of handling work–family conflict (WFC) and family–work conflict (FWC) were affected by their experiences of immigration and cultural backgrounds. In particular, their family situation had a critical influence on the way they organised their households and arranged for childcare or eldercare. Child/elder care responsibilities, personal/family emergencies, and personal/individual sacrifice engendered tensions around their ability to integrate WLB. In addition, work factors such as heavy workloads, meeting deadlines, and working longer hours, and cultural barriers caused emotional stress and physical consequences. While informal support from managers and colleagues and the WLB policies offered by the university helped women address their WLB issues, some policies were underutilised. A variety of coping strategies such as family members, win-lose strategies, time management, building clear boundaries, changing mindsets, and demonstrating commitment were actively adopted by Chinese women as mechanisms to cope with tensions between their work and family lives. The implications of these findings are discussed in light of the theory and practice of WLB.

Community-university partnerships have become more prevalent to support community-based research, especially as a collaborative approach to research with Aboriginal Peoples in Canada. One practice is the activation of a community-based research steering committee to initiate, govern, and review research pertaining to their local community. Within literature related to community-based research, perspectives on capacity strengthening and co-learning from the members of a community-based research steering committee are under-represented. A qualitative case study approach was used to explore the research question: What are the experiences of the Alexander Research Committee (ARC) members in defining and operationalizing capacity strengthening and co-learning across multi-sectoral research projects? Nine current and past members of the ARC participated in individual semi-structured interviews and five of these ARC members also participated in a subsequent focus-group discussion. Analysis of these qualitative data indicated that foundational relationships and a conducive learning environment are key factors for a community-based research committee to experience co-constructed knowledge and learning. The findings of this study highlight the importance of an operational foundation of trusting relationships in order to establish and sustain a working environment where a community-based research committee can learn together and from each other. This study also yielded insights about how this community-based research committee predicated capacity strengthening from the understanding that ‘we are all learners’, with each member bringing forward unique strengths, questions and growth to the research processes. / Graduate

Background: Access to safe and nutritious food is a universal right, which is essential for well-being. Food security exists when “all people at all times have physical and economic access to sufficient, safe, and nutritious foods to meet their dietary needs and food preferences for an active and healthy life”. Despite a call by global leaders to ensure food security and eradicate food insecurity, food insecurity remains a serious public health concern in Canada. While public health nurses are ideally situated to advance this public health priority, they have been conspicuously absent from important research and decision-making tables where work to address these inequities take place. This is the impetus for this study. Purpose: To explore how public health nurses engage in work to address food insecurity. The study uncovers the dynamic interplay of structures, processes, and agency that enable and constrain public health nurses work. An understanding of the sociopolitical contexts of public health helps to strengthen public health nurses’ engagement in food insecurity thereby contributing to health equity in Canada. Methodology: A holistic qualitative case study approach informed by the tenets of critical realism was used to guide this study in Nova Scotia. Primary data sources were 19 individual interviews and a review of 33 documents. Data were transcribed verbatim. Data analysis was guided by Framework Analysis and matrix construction. The trustworthiness of data was ensured through Lincoln and Guba’s criteria for qualitative studies. Findings: Four major themes include: 1) Framing Food (In)Security, 2) The Role of Public Health Nurses; 3) Navigating the Terrain of Food Insecurity; and 4) Resources to Advance Food Insecurity Work in Public Health Nursing Practice. Discussion and Implications: The dynamic interplay among leaders with differing ideologies and organizational culture has an impact on health equity agendas and subsequently on public health nursing engagement in work to address food insecurity. Capitalizing on a “clash of cultures” is associated with effective community food security outcomes. We must continue to illuminate the tensions among public health nurses and other stakeholders as well as address issues of power relations both within and external to the public health system. Conclusion: Public health may benefit greatly from building capacity of public health nurses’ to engage in both upstream and downstream food insecurity work.

This study aims to investigate how business-to-business companies communicate with their target audience and how they most conveniently use communication channels. The study is based on a qualitatively oriented case study and the empirical material consists of six interviews. The respondents are from a selected business target group and they all work with car care. The empirical study is analyzed based on the theories of Use and gratification, and Karl Weick's theories of meaning creation and business-to-business as a marketing strategy. The purpose of the study has been formed in cooperation with an external company, but also based on existing knowledge needs in the field of research. The study results indicate that marketing communication today is becoming more and more digital and that more companies communicate through social media and on the internet. Further results show how different needs affect the individual's media usage and choice of communication channels.

Girls’ opportunity to attend and stay in school is a worldwide issue especially for secondary education predominantly experienced in Sub-Saharan Africa where poverty is particularly high. This issue is caused by gender inequality as most children who is not able to attend to school are female. This thesis investigates how the NGO Dandelion Africa attempts to tackle cultural obstacles for girls’ access to education in Kenya, where girls face a plethora of problems e.g. cultural norms. Through a qualitative case study comprising of online interviews with the staff, the data gathered presented the main initiatives that DA implement to improve girls’ access to education. The interviews are thematically analysed through combined theories; capability approach, cultural relativism, and feminist theory to examine the initiatives DA implements to provide girls with capabilities to gain access and completion of education defying cultural and societal norms e.g. preferences to boys, early pregnancy, menstrual stigma. The conclusion showed the need for all-inclusive development and education that teaches both children and parents about basic rights, gender equality and health.

The study seeks to explain how sustainable entrepreneurship occurs in a resource constrained setting. This is important as it improves our understanding of how entrepreneurs respond to adversity and develop opportunities that jointly address the social, environmental and economic dimensions of entrepreneurship. Previous research has discussed the antecedents, outcomes and contextual conditions that drive sustainable entrepreneurship. However, what is absent from this growing research body is knowledge of the mechanisms through which individuals engage in this type of entrepreneurship. The study seeks to answer the following research question: “How do individuals faced with resource constraints engage in sustainable entrepreneurship?” Using effectuation as a lens, a multi-method qualitative approach based on multiple case studies was adopted in this research and a mix of inductive and deductive analyses, also referred to as abductive analysis was employed. A sample of 5 sustainable enterprises were purposively selected in Uganda, located in sub-Saharan Africa. The results show that resource constraints compel the entrepreneurs to seek expertise and resources from others with mutual goals while controlling expenses. In the process the entrepreneur learns and adapts to the emergent opportunity. The entrepreneur’s actions are further influenced by passion that sustains the activity in the face of challenges. In this research, sustainable entrepreneurship is further explicated showing that the social, economic and environmental objectives exist in a state of shifting, supportive interaction of one another. The study clarifies our understanding of how entrepreneurs cope with inadequate resources. It explains the mechanisms through which individuals contending with resource constraints employ control as opposed to prediction strategies to exploit entrepreneurship opportunities. In this way the study contributes to the literature by proposing the fusion of cognitive and affective dimensions in realizing sustainable entrepreneurship goals. The study further suggests that the multiple objectives that typify the pursuits of sustainable entrepreneurs serve as supportive mechanisms and this puts into question arguments that these firms face comparatively larger challenges than those that singularly pursue economic objectives. / Thesis (PhD)--University of Pretoria, 2018. / Gordon Institute of Business Science (GIBS) / PhD / Unrestricted

In 2018 the app TikTok was bought by the Chinese technology company ByteDance. Two years later the app had over 800 million users across the world, with over 100 million of them living in America. In 2020 a conflict emerged between America and China when the U.S. government started accusing the app of collecting American user data and sharing it with the Chinese Communist Party. The purpose of our study is to examine how the U.S. and China are framed in articles about TikTok in the American newspaper The New York Times and the Swedish newspaper Dagens Nyheter. In our study we examine a total of 20 articles between the 1 August 2020 and the 1 October 2020. We chose 10 news- or debate articles from each newspaper to analyse.    Our study is implemented through a qualitative case study and a thematic analysis. The case in our study is the debate around TikTok, which is a small part of the larger conflict that has been going on between the U.S. and China for several years. Our study is based on two theories. The first theory we used in our study is the framing theory and the second theory is the othering theory which is derived from the post colonial theory.  Through examining the articles in our study we draw the conclusion that the U.S. is described as the “Self” whilst China is often described as the “Other”. This is framed by showing how the U.S. and its userdata needed to be protected from China and the Chinese government. Throughout our analysis of the newspapers, China is framed as an enemy and a threat to the U.S. national security. In turn the U.S. is framed by being on top of the hierarchy between the countries and as though against China.

The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.

This qualitative case study describes the disparate experiences of how three siblings reacted and were affected by their father's suicide death. Specifically, through individual interviews, this study explores the siblings' individual memories, emotions, and perceptions of support connected with the time directly before and after their father's death. In addition, the researchers considered the long-term effects of their father's death by suicide as lived by the sibling survivors. In seeking to understand the siblings' experiences, this study also explores each sibling's reaction as they were presented with a group of children's picture books that were developed to help children express their emotions and are used by therapists who counsel with children bereaved by suicide. Findings suggested that, although the siblings shared the trauma of the father's suicide, each had different perceptions and experiences surrounding that trauma; they also reacted differently to the books presented to them. Implications for practice for teachers, parents, and school-based mental health practitioners (e.g., school psychologist and school counselors) are provided. These implications include the importance of knowing the specifics of each child's perceptions and providing supportive interventions that match the individual child's needs. Also, when selecting therapeutic books to share with a grieving child, consider presenting options and allowing the child to select a book. Also, be aware that a book that is preferred by one child, may not be preferred by another. Additionally, certain pictures included in children's books may trigger memories of the parent's suicide that could potentially further traumatize the child.

This research study investigated how a Dominican English language teacher and her students appropriated cell phone features for educational purposes inside and outside the classroom. The dissertation used a qualitative approach that focused on the teacher, and four students selected from a class of 23. Data collection took place for 8 weeks in an English language center located at a public university in the Dominican Republic in the summer of 2014. I collected data through interviews, conversations, classroom observations, and questionnaires. Data were analyzed to identify emerging themes that described how the teacher and students used their cell phones for different educational activities related to English language learning. Findings identified four major themes on how the teacher used different cell phone features for educational purposes: cell phone as connectivity tool, content delivery tool, research and reference tool, and assessment facilitation tool. Findings from the four student subcases indicated that they appropriated features in their cell phones in different ways, including: iPod as a cell phone (student 1), assessment and feedback facilitation tool (student 2), peer- and self-assessment facilitation tool and e-reader (student 3), and multimedia delivery and social interactivity tool (student 4). Themes across subcases and from the classroom in general indicated that participants used features that allowed them to use their cell phones as tools for data gathering and note taking, reference and research, collaboration, and repository. Findings from this dissertation shed light on how a teacher and students can make use of their own mobile technologies to support English language learning in a Dominican classroom with uneven access to technology.