Many of today's complex public issues are best addressed by multi-sectoral multi-organizational responses that include different types of organizations working together (Kettl, 2008; O'Toole, 1997). Social network analysis (SNA) of interorganizational networks has emerged as a useful tool for network managers to understand the structure and function of the complex networks in which they seek to manage (Human and Provan, 1997, 2000; Provan and Milward, 1995; Provan, Sebastian, and Milward, 1996; Provan, Veazie, Staten, and Teufel-Shone, 2005). The output of an interorganizational SNA typically provides a range of information to network managers including network plots. The network plots provide visual representations of different aspects of the network by showing the kinds of ties between the actors in the network. The information from network analyses can help network managers encourage systems thinking, see the different roles played by organizations, or identify links to outside resources among many other uses, but "will only have practical value to communities if it can be effectively presented, discussed, accepted, and acted on by community leaders and network participants [emphasis added]." (Provan et al., 2005, p. 610). However, little is currently known about if or how the information embedded in network plots is accepted or acted on by network participants. The visual representations of the network (network plots) provided to network participants following a SNA are often open to a range of interpretations that may or may not align with the findings of the analyst or the intended use by network managers, raising many interesting questions. Little is currently known about how differently situated network participants might interpret the same network plots differently. Nor do we understand what factors might influence different individuals or organizations to come up with different interpretations. After conducting a SNA and presenting it to network participants, I conducted interviews with a range of different representatives from participating organizations. I used a particular form of semi-structured interview, a situated micro-element interview from Dervin's Sense Making Methodology (SMM) (Dervin, Foreman-Wernet, and Lauterbach, 2003). I then analyzed the interview transcripts using standard qualitative coding methods (Bailey, 2007) to see if themes emerged that addressed the research questions. I found that most informants had trouble extracting information and meaning from their examination of the plots without that meaning and interpretation being provided by the expert analyst. I posit some potential explanations for why that might be so in the case I studied. I then turn to some interesting methodological considerations that emerged from taking the perspectives of network participants seriously. Finally, I synthesize the subject area and methodological findings into a refined framework for sense-making around network plots and offer propositions and potential approaches for future research. / Doctor of Philosophy / Many of today's complex public issues are best addressed by multi-sectoral multi-organizational responses that include different types of organizations working together (Kettl, 2008; O'Toole, 1997). Social network analysis (SNA) of interorganizational networks has emerged as a useful tool for network managers to understand the structure and function of the complex networks in which they seek to manage (Human and Provan, 1997, 2000; Provan and Milward, 1995; Provan, Sebastian, and Milward, 1996; Provan, Veazie, Staten, and Teufel-Shone, 2005). The output of an interorganizational SNA typically provides a range of information to network managers including network plots. The network plots provide visual representations of different aspects of the network by showing the kinds of ties between the actors in the network. The information from network analyses can help network managers encourage systems thinking, see the different roles played by organizations, or identify links to outside resources among many other uses, but "will only have practical value to communities if it can be effectively presented, discussed, accepted, and acted on by community leaders and network participants [emphasis added]." (Provan et al., 2005, p. 610). However, little is currently known about if or how the information embedded in network plots is accepted or acted on by network participants. The visual representations of the network (network plots) provided to network participants following a SNA are often open to a range of interpretations that may or may not align with the findings of the analyst or the intended use by network managers, raising many interesting questions. Little is currently known about how differently situated network participants might interpret the same network plots differently. Nor do we understand what factors might influence different individuals or organizations to come up with different interpretations. After conducting a SNA and presenting it to network participants, I conducted interviews with a range of different representatives from participating organizations. I used a particular form of semi-structured interview, a situated micro-element interview from Dervin's Sense Making Methodology (SMM) (Dervin, Foreman-Wernet, and Lauterbach, 2003). I then analyzed the interview transcripts using standard qualitative coding methods (Bailey, 2007) to see if themes emerged that addressed the research questions. I found that most informants had trouble extracting information and meaning from their examination of the plots without that meaning and interpretation being provided by the expert analyst. I posit some potential explanations for why that might be so in the case I studied. I then turn to some interesting methodological considerations that emerged from taking the perspectives of network participants seriously. Finally, I synthesize the subject area and methodological findings into a refined framework for sense-making around network plots and offer propositions and potential approaches for future research.

Background Every company nowadays needs to use ICT artifacts to cope with the business development. The adoption and use of ICT involves different actors who make sense of ICT in relation to their work environment. This thesis focuses on the relationships between the actors involved in SME’s ICT adoption and their influence upon the process. Purpose          The purpose of this thesis is to explore the interactions between different actors in the SME’s network and analyze how they influence the SMEs ICT adoption process. Method          An embedded single case study strategy was chosen as research strategy, in line with the explorative nature of the purpose. A conceptual framework was created giving structure to the entire research. The empirical data was gathered through observations, one in-depth interview and ten semi-structured interviews. The method used for data analysis had the same qualitative and deductive nature following the areas highlighted by the conceptual framework; the data was summarized condensing meanings around the relationships between actors and the evolution of the sense-making process of ICT adoption, in order to provide answers to the two research questions. Conclusion    The research has shown that the customer and the strategic suppliers as human actors have an important influence on the sense-making process of ICT adoption as well as the non-human actor - the ICT artifact. The actors are influencing the ICT adoption process through series of adaptive processes generated by an inter-organizational sense-making process shaped by the design of the ICT artifact. The study contributes to the body of knowledge through a new construct that enriches the conceptual framework with the findings of the research.

No description available.

The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of adult learning. The study explores the program graduates’ individual and organizational attempts to make sense of their new role of support of civil authority during a national crisis. Using a case study approach, selected aspects of the program were observed, reviewed, and analyzed. This approach included a series of interviews and a focus group discussion that allowed graduates to describe both their program experiences and the potential impact on their understanding of their roles during a national emergency. These experiences were then interpreted through the lens of adult learning theory. The findings suggest graduates must create a new definition of competence based upon their emerging role of supporting others in charge, rather than their previous notion of self-direction. The main conclusions drawn from this study provide preliminary evidence that suggests these adults must construct new meaning for themselves and for their organization in order to make coherent the complex arena of homeland security. Recommendations for further research include a focus on adult knowledge construction and the role of perceived individual and organizational contributions as a means of enhancing perceived adult competence.

Thesis advisor: Rebecca Lowenhaupt / This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. The study findings were that teachers recognized three main stages of turnaround. In the first stage building principals used directive leadership to build a unified vision. Implementers reported that this unified vision was partly brought about by the removal of any teaching staff not in line with the principal's turnaround plan. The second stage of turnaround centered on building teacher capacity through internal and external professional development. Internal professional development meant creating multiple meeting configurations where teachers could stay in touch with the turnaround process, offer input, and continually learn from each other. External professional development involved developing teacher skills to more effectively and more rapidly raise student achievement. Findings from across four different implementer groups pointed to the importance of building teachers' ability to understand and use data to improve their instruction as well as student learning. Time for both types of professional development came largely from the introduction of extended learning time (ELT) that was paid for through state and federal grant monies. In the third stage teachers worried about the sustainability of turnaround once the resources from state and federal grants were gone. Hope for sustainability was found most present within the bonds formed by teachers who grew to rely on and trust one another during the arduous work of school turnaround. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Background and Purpose: Progressive cerebellar ataxia is a rare neurological condition characterised by uncoordinated movement, and impaired speech articulation. Rehabilitation and physiotherapy in particular, form the cornerstone of healthcare intervention. Little qualitative research has been undertaken to understand the subjective experience of this complex condition. This study explored the experience of progressive cerebellar ataxia, physiotherapy and physiotherapy services from the perspective of people living with this condition. Method: Interpretative Phenomenological Analysis underpinned this inductive qualitative enquiry. Twelve people with a progressive cerebellar ataxia participated in semi-structured interviews. All participants had some experience of physiotherapy. Interviews were transcribed. A case by case idiographic analysis was undertaken followed by a cross case analysis. Findings: Five super-ordinate themes were identified. ‘The embodied experience of progressive cerebellar ataxia’ emphasised the foregrounding of the body, and the disruption of the skilful interaction between body and world. ‘Identity, stigma and disrupted embodiment in public spaces and places’ encapsulated how participants made sense of actual and perceived stigma and discrimination. ‘Lifeworld meets biomedicine: a complex juxtaposition’ described participants’ problematic relationships with healthcare practitioners and their disease-centric world. ‘Wresting control in the face of uncertain and changing forces’ portrayed participants’ attempts to understand and reinterpret their condition on their own terms. ‘Exercise: a multifaceted contributor to managing life with ataxia’ captured the meaning of exercise and physical activity. One over-arching theme, ‘Retaining a homelike way of being-in-the-world’, cautiously indicated that whilst participants described ‘unhomelike’ lifeworlds (uncomfortable and disturbing); they simultaneously held onto, and sometimes realised, the possibility of ‘homecoming’, for example through the generation of new modes of belonging. Conclusion: This study provided a detailed, phenomenological account of the lived experience of progressive cerebellar ataxia. New insights were developed that have the capacity to inform not only physiotherapy practice but also other healthcare disciplines. New avenues for future research were also identified.

This dissertation examined the relationship between attachment insecurity and complicated grief by testing a path model of variables that were hypothesized to mediate this relationship. Three meaning-making variables were tested as potential mediators: benefit-finding, sense-making, and positive reappraisal. First, a series of principal components analyses were performed to determine the factor structure of these meaning-making variables. After these constructs were identified, a series of hierarchical regression analyses were conducted to determine the unique contribution of each of the primary variables in predicting either complicated grief or one of the meaning-making variables. As hypothesized, some of the attachment and meaning-making variables were highly associated with complicated grief. Attachment insecurity variables were also associated with some of the meaning-making variables suggesting that attachment may have some influence on how individuals use meaning-making strategies in the midst of a loss. These variables were then entered into a path analysis that accounted for other relevant risk factors. It was found that, contrary to the main hypothesis, the meaning-making variables did not appear to mediate the relationship between attachment insecurity and complicated grief. Multiple regression was used to determine the relative impact of meaning-making and attachment variables on complicated grief because these variables have not been previously included in one statistical model. The results suggested that both meaning-making and attachment insecurity variables can play an important role as risk factors for complicated grief and that these relationships are still present after accounting for the closeness that an individual reported towards the deceased. It was concluded that both sets of variables, attachment and meaning-making, should be included in models of the development of complicated grief and that both may have clinical implications in terms of how to approach counseling for individuals struggling with complicated grief. More research on this topic is needed to look at similar research questions within specific populations. It was also suggested that in the future, researchers need to find better ways to measure meaning-making constructs because the current findings suggest that meaning-making may be even more multifaceted than has been suggested in previous literature. / text

Thesis advisor: Rebecca Lowenhaupt / Thesis advisor: Lauri Johnson / This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, a research gap exists specifically around addressing implementation of mandated turnaround policy. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. This study seeks to understand the role of central office in turnaround policy sense-making by collecting data on superintendent and central office administrator sense-making and its impact on policy implementation. While recent research on school improvement has focused on school improvement actions and responsibilities of principals and teachers, this study seeks to address the research gap of the essential role of school district offices in school turnaround. In seeking to understand how district leaders make sense of turnaround policy implementation to support school turnaround, the findings revealed that the superintendent and central office administrators identified strong superintendent leadership, monitoring and supporting schools, strategic distribution of resources, and management of human capital as key implementer actions and areas of influence. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The purpose of this study was to capture, analyse and interpretate Non-Standard Workers (NSWs) experience of the phenomenon of silence in organisational settings to provide a conceptualisation of the antecedents and determinants of silence utilised by NSWs.

This dissertation sought to answer four research questions in relation to the master narrative of modern parenthood, themes of untellable tales of parenthood, how parents make sense of their identity in light of possessing untellable tales, and mechanisms parents utilize to cope with and make sense of their untellable tales. What emerges from this dissertation is a much needed, in-depth illustration of the multi-faceted, myriad pressures modern parents face. Furthermore, the results of the data analysis show the lengths parents will go to, to try and live up to the expectations placed upon them in modern society. Finally, this dissertation illuminates the (often) creative ways parents embark upon sense-making and coping strategies to continue to work each day to raise the next generation for future success. Through inductive, open-coding, qualitative analysis the findings related to each research question illustrate many varied, and rich themes. The master narrative of modern parenthood was discovered to contain ten separate narrative threads that weave together to create a rich tapestry of how parents are expected to be responsible for Determining the Future Success of the Child. Five of the narrative threads dictate the roles parents are expected to play within their daily parenting: Provider, Protector, Teacher, Biggest Fan, and Enforcer. Additionally, the master narrative of modern parenthood instructs parents to perform each of the roles in with: Unconditional Love, Selflessness, Attention, Enjoyment, and Perfection. When analyzing parent untellable narratives for emergent themes, it became clear the master narrative was closely entwined with what makes tales of parenthood untellable. The themes that emerged within untellable tales of parenthood were that of: Inadequate Provider, Inadequate Protector, Inadequate Teacher, Inadequate Biggest Fan, and Inadequate Enforcer. Furthermore, tales of parenthood can be deemed untellable because they illustrate a parent performing the various roles of parenthood with the opposite of the master narrative performative expectations. As a result, performative themes of untellable tales were found to be: Selfishness, Frustration, Inattention, Too Good, and Unconditional Love. Possessing untellable tales of parenthood did not disable parents from making sense of their parental identity. Instead, untellable tales were utilized by the parent to explore his or her identity and make sense of who he or she was or wished to be as a parent. This identity exploration manifested within four themes of identity sense-making that emerged during data analysis: Identity Under Construction, Identity Unintelligible to Others, Identity Outlier, and Identity Undecided. Within each of these identity sense-making themes, parents worked to accept/reject their untellable tale of parenthood and understand the stability/fluidity of their parental identity. Finally, when seeking to understand how parents cope with and make sense of their untellable tales of parenthood two large themes emerged: Cognitive Strategies and Communicative Strategies. Within the theme of Cognitive Strategies, parents embarked upon Internal Narrative Reflection and Internal Narrative Reframing to internally work through, assess, and understand their untellable tale of parenthood while not risking outsider judgement, or identity defamation. Communicative Strategies parents utilized for coping and sense-making purposes were found to be: Tell the Untellable, Tell a Therapist, Write the Untellable, and Tell and Alternative Tale. Through these Communicative Strategies parents could reap the benefits of sharing their untellable tale (sometimes creatively) to get listener feedback, emotional validation, and support that then helped the parent cope with and make sense of the challenge presented within the untellable tale and/or the challenges of parenting more generally.