Knowledge Hoarding in Information Technology Teams: An Interpretive Phenomenological Study of the Lived Experiences of Female Information Technology Professionals in the Health Services Industry

2025This dissertation in practice examined women’s lived experiences regarding their perceptions of knowledge hoarding in team-based work structures in the health services industry's information technology (IT) sector. A qualitative interpretive phenomenological study was conducted to elicit interpretations of the lived experiences of women participants working in information technology teams in two health services organizations. Interpretive phenomenological analysis sought to elicit the manifestations of the researched phenomenon through dialogue with the women experiencing the phenomenon. Semistructured interviews were conducted with five participants. Three themes discerned from the data collected included Changes in Perception of Self-Efficacy and Self-Esteem Due to Knowledge Hoarding in Information Technology Teams, Manifestations of Conflict Between Elements of the Organizational Environment, Team Members, and Organizational Leadership, and Differences in Collaborative Interaction in Information Technology Teams Based on Gender Preferences. Based on the data, the proposed solution was presented in three recommendations: A Women’s Mentoring Program, a Conflict Resolution Program, and a Knowledge-Oriented Leadership Training Program. Keywords: Health services industry, knowledge hoarding, interpretive phenomenological analysis, purposeful sampling, semistructured interviews, self-efficacy, self-esteem, knowledge-oriented leadershi

The Impact of Covid-19 on Student Enrollment, Funding, and Learning Gaps: A Historical Case Study of Alamo Heights ISD and San Antonio ISD (2018-2024)

2025This dissertation conducts a historical case study to investigate the educational trajectories of Alamo Heights Independent School District (AHISD) and San Antonio Independent School District (SAISD) in San Antonio, Texas, from the 2018-2019 to the 2023-2024 school years. The study explores five key research questions: how federal and state money influenced and allocated before, during, and after the COVID-19 pandemic, and how this impacted student enrollment, funding, and learning gaps. Using an inductive, historical methodology, the research compares the contrasting districts as representative units, drawing on various data sources for a comprehensive analysis. The primary objective is to unravel the factors shaping student outcomes and provide valuable insights for educational policymakers, administrators, and researchers. The study aims to inform evidence-based policies that demonstrate how funding can contribute to a more inclusive and equitable educational setting. While the study is geographically limited, its findings hold broader implications for educational equity discourse. However, it acknowledges data availability and accuracy limitations. This dissertation seeks to enhance the ongoing dialogue on educational disparities and provide evidence-based perspectives for policy formulation. Keywords: Comparative Case Study, Education Disparities, Student Enrollment, Funding Allocation, Learning Gaps, Covid-19 Impact, Educational Equity

The Creightonian, 2025-02-21

411

Exploring the Lakota Culture in Reservation-Based Schools

2025This study focused on the implementations of the Lakota culture in reservation schools through the perspectives of the parents of students and any supportive artifacts. The study is important considering the mistrust and fear of schools that developed over time as a result of boarding schools. School leaders and educators on reservation-based schools have been challenged to overcome educational gaps experienced by Lakota students. In an attempt to improve educational outcomes, some reservation-based schools have implemented aspects of Lakota cultural into the curriculum. The research question of this qualitative case study was, “What are the perspectives of parents regarding their child’s experiences with the implementation of the Lakota culture in a reservation-based school setting?” A sampling approach was used to recruit and interview 10 participants who resided on a reservation and whose child attended a reservation-based school for two years. The participants’ children attended either a private immersion, public, or Bureau of Indian Education-affiliated/Tribally controlled school. Four themes emerged from this study: Lakota cultural implementation in schools positively and holistically impacted participants’ children and their development; sub-theme: Wolakota (Lakota way of life that includes ceremonies, protocols, language, spirituality, kinship, celebrations, history); full Lakota language immersion, culturally relevant teaching, and culturally specific teachings are needed to support students; generational differences in cultural implementation in school; and differences in implementation of Lakota culture in public, BIE-affiliated/tribal-based schools, and private schools. This study offers schools meaningful perspectives supported by sufficient artifacts that should motivate reservation-based schools to begin implementing the culture in deep, meaningful ways

The Creightonian, 2025-09-05

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