Transformation Paradox: A Framework for the Analysis of Politics in Enterprise Transformations

The purpose of this research is to develop a theoretical framework for the analysis of politics in enterprise transformations using a dialectical analysis approach (Hegel, 1989; Heraclitus, 1979; Pinkard, 1988; Skinner, 1978a, 1978b) and conduct an evaluation of the framework validity. The framework is constructed using a dialectical analysis of concepts stemming from the work of Alford and Friedland (1992) and considers four theoretical perspectives: autocratic, bureaucratic, pluralistic, and cognitive. The framework is then validated by means of qualitative metrics and adherence to critical ideology. This research addresses the problem that there is no holistic theoretical framework for the analysis of politics across the systemic, situational, and structural contexts found in enterprise transformations. Politics occurs at multiple levels in the enterprise making it difficult to identify the salient issues that need to be addressed in support of transformation. Transformations can be paradoxical as enterprises revert to the dominant paradigm that affirms present realities rather than developing a critical posture to break the constraining paradigm. The dialectical approach used embraces the power of multiple theoretical perspectives in the transformation process, asserting that theories have power over actions, behaviors, and language. The theoretical framework allows for the simultaneous existence of shifting states of cooperation, frustration, and paradigmatic hegemony over systemic, situational, and structural contexts that embody politics in enterprise transformations. Rough set theory is used to demonstrate the ability of the framework to be adaptive and to evolve based on the inclusion of new data. I conclude that the deployment of an evolving framework of this magnitude may have a significant impact on the management of transformation efforts and suggest new areas of research to further the work

The Relationship Between College Study Abroad and Perceptions of Self-Confidence and Confident Behavior

Study abroad participation is growing more common among college students in the U.S. but research on its effect on personal growth constructs such as confidence is limited. This study focused on the relationship between students who studied abroad and their perceived self-confidence and confident behavior compared to students who did not have a study abroad experience. Participants included 81 undergraduates, 48 who did not participate in a study abroad program (No Study Abroad) and 33 who did participate in a study abroad program (Study Abroad). Participants were assessed on levels of perceived self-confidence and confident behavior with the Personal Evaluation Inventory (PEI) and the Confident Behavior Scale (CBS), respectively. The Study Abroad (SA) and No Study Abroad (NSA) groups were compared on their total PEI and CBS scores as well as on the Speaking and Social subscales of the PEI, but no significant differences were found. Implications, limitations, and suggestions for future research are discussed

The Relationship Between Extraversion and Listening Comprehension Under High and Low-Salience Visual Distraction Conditions

The proposed study contributes to the pool of research examining the link between level of extraversion and sensory stimulation. Numerous studies have shown that introverts are more susceptible to forms of auditory distraction than extraverts when completing cognitive tasks requiring visual attention, but no study has examined the opposite relationship: the differing effects of visual distraction on auditory comprehension amongst introverts and extraverts. Using undergraduate college students as participants, this study tested three hypotheses: 1) there will be a negative correlation between level of extraversion and self-reported distraction while under high-salience visual distraction, 2) there will be a positive correlation between participants’ Extraversion score and performance on a listening comprehension task while under high-salience visual distraction and 3) the aforementioned correlation will be higher than the correlation between level of extraversion and performance on a listening comprehension task while under low-salience visual distraction. Though results did not lend support to the idea of these differences in sensory stimulation applying to different forms of visual distraction, we highlight the importance of these findings and provide important suggestions for future research into a critical phenomenon with implications in educational, workplace, and social settings

The Role of Coaches, Institutions, and Clinicians in Addressing Athlete Mental Health

Mental health, defined by the World Health Organization as “a state of wellbeing in which every individual realizes his or her own potential, can cope with normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community,” is an important concern for athletes. In 2018, research findings showed that the prevalence of mental health symptoms and disorders among current elite athletes ranged from 19% for alcohol misuse to 34% for anxiety/depression, and from 16% for distress to 26% for anxiety/depression for former elite athletes.2 Research suggests that while athletes have overall better physical health than their non-athlete counterparts, they experience similar rates of mental health symptoms and disorders.https://digitalcommons.library.tru.ca/emergingdiscourses/1001/thumbnail.jp

Changing Attitudes About Spanking Among Conservative Christians Using Interventions that Focus on Empirical Research Evidence and Alternative Biblical Interpretations

To determine how brief interventions that include either empirical research evidence about spanking, alternative biblical interpretations related to spanking, or both, affect college students’ attitudes and intentions about spanking. A sample of 129 college students (70% female; 30% male; Mage = 19) attending a private, Christian, liberal arts, university were randomly assigned to one of three intervention conditions: 1) Research Only, 2) Religion Only, or Research and Religion. Four weeks prior to the intervention sessions, students completed a Demographic Form, the Religious Fundamentalism Scale, and the Attitudes Toward Spanking (ATS) scale. Following the intervention, students completed the ATS scale a second time. A two-way ANOVA indicated a significant main effect for the intervention condition and an interaction effect between intervention condition and religious fundamentalism, indicating that ATS change scores were impacted most significantly by the Research and Religion intervention condition (F (2, 123)=4.05, p=.02) with ATS scores demonstrating the greatest change within the Religious Fundamentalism Group in that condition (F (2, 123)=4.50, p=.01). A second two-way ANOVA indicated a significant main effect for conservative Protestantism (F (2, 123) =4.39, p=.04) but not for conservative Protestantism and their interaction. A brief intervention focusing on both empirical research on the effects of spanking as well as alternative biblical interpretations to scripture can reduce positive attitudes toward, and intentions to use, spanking. This study has implications for decreasing spanking use among Conservative Christians and for the development of training programs to reduce parents’ use of spanking as a disciplinary strategy

Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities

Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K–5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities and greater interest in engineering than younger students in grades K–3. Moreover, Caucasian students had greater knowledge and interest levels than Latinx students. There were no significant differences between boys and girls, nor any significant interactions among gender, grade level, and ethnicity. A significant positive correlation between knowledge of engineering occupational activities and interest in engineering was also found. The findings suggest that early engineering outreach interventions are important. Such early interventions could potentially contribute to preserving the equivalent interest levels of males and females for engineering as students grow older. Also, ethnic disparities in engineering knowledge and interest could potentially be mitigated through early interventions

The Effects of Positive Behavioral Supports in Schools since the Implementation of the Individuals with Disabilities Education Act of 1997 based on 2001 SLIIDEA Data

Congress in 1997 recognized that there were some issues and concerns that had emerged surrounding the Individuals with Disabilities Education Act (IDEA) and sought to address these issues and concerns by mandating a national evaluation on the implementation and progress toward improving outcomes for students with disabilities. The Study of the State and Local Implementation of the Individuals with Disabilities Education Act was designed to address how the amendments of IDEA were being implemented by states, school districts, and schools. This mixed methods study examined the first year of data collected from the six-year Study of the State and Local Implementation of IDEA (SLIIDEA) and analyzing 20 case studies that used interviews of special education personnel and principals, conducted at the local school level. Data from the national survey were examined in light of findings from the case studies. The case studies brought out the varying opinions on implementation success at the local level. Further case studies for each year of the study would be helpful in determining the level of implementation locally and the significant insights of local school personnel on whether these initiatives have worked