Tactical enacting : a grounded theory : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand

This research uses classic grounded theory methodology to produce a grounded theory of tactical enacting. Forty two participants were drawn from the population of learning advisors working in a variety of tertiary education organisations in New Zealand. Data consisted of field notes and transcripts from observations, interviews and a group workshop/discussion and were analysed using all procedures that comprise classic grounded theory methodology. The thesis of this thesis is that learning advisors express a concern for role performance and continually resolve that concern through tactical enacting. In tactical enacting, learning advisors are working tactically towards a variety of ends. These ends include a performance identity and a role critical to organisational agendas. A role critical to organisational agendas is one which makes a significant contribution to student success outcomes and organisational performance. Making a strong contribution to student success and organisational performance helps learning advisors construct the desired professional identity for themselves and establish their role as valuable in the eyes of others and the organisation. Tactical enacting means advisors perform their role tactically in order to meet their own professional standards as well as the needs and expectations of students and the organisation and to help secure their place within tertiary education. However, in tactical enacting, learning advisors constitute themselves as the performing subject, subject to and subjecting themselves to the performativity discourse of the contemporary tertiary education organisation. At the same time, in tactical enacting, learning advisors constitute themselves as the ethical subject in an effort not to be governed by performativity alone and to enable them to meet organisational, student and their own expectations of how they should behave. This research contributes to knowledge in three main areas. Firstly, to knowledge and practice in relation to professional roles and organisations; specifically, the learning advisor role in the contemporary tertiary education organisation in New Zealand. Secondly, to research; specifically, to the scholarship of learning advising, and, lastly, to research method; specifically, to classic grounded theory methodology, and to an approach that applies a Foucauldian analytical framework to a discussion of an emergent grounded theory

Designing Responsive Administrative Systems in the 1980's

The University Archives has determined that this item is of continuing value to OSU's history.Presenter: Cahterine B. Ross, D.S.W., A.C.S.W., University of South Carolina, College of Social Work - "Designing Responsive Administrative Systems in the 1980's".The Ohio State University College of Social Wor

Families Without Paradigms: Child Poverty and Out-of-Home Placement in Historical Perspective

In this Article, Prof. Ross argues that no single paradigm of family relationships adequately serves the emotional needs of children who enter the foster care system due to the poverty of their parents. According to Prof. Ross, the needs of such children are increasingly at issue because of the likely effect on poor families of interactions between the Personal Responsibility Act (PRA) and the Adoption and Safe Families Act (ASFA). Reliable data is not yet available on children who are moved into foster care as their families lose welfare benefits or on those who are placed in adoptive homes in compliance with ASFA’s emphasis on permanency planning.In order to illuminate how these legal changes are likely to affect children, Prof. Ross examines the placing-out programs of the late nineteenth century, which sent indigent urban children to live on farms in western states. Placing out, a precursor of the current foster care system, led to a wide variety of treatment; some children were little more than farm laborers, while others became family members. Participants were unclear about what norms governed the child’s relationships with both the new family and the family of origin, including biological parents, siblings and other relatives. Although the current law provides a clear taxonomy of family types which did not exist a century ago (i.e., biological, foster, and adoptive families) such categories do not always reflect the complexity of human relationships. Prof. Ross argues for a more flexible approach to defining the families created or rearranged by the state, so that these varied families can better serve each child’s needs

Taming the Wild West: Online Excesses, Reactions and Overreactions

A review essay discussing Danielle Keats Citron’s Hate Crimes in Cyberspace (Harvard University Press 2014) and Amy Adele Hasinoff’s, Sexting Panic: Rethinking Criminalization, Privacy and Consent (University of Illinois Press 2015). Both books consider the risks and harms in cyberspace, blaming of victims, and the interaction between law and online expression. Citron documents widespread hate speech, cyberstalking, revenge porn, and other speech that especially targets women online. Hasinoff, grounded in feminist and cultural studies, emphasizes the positive aspects of the agency girls who sext voluntarily display in exploring and displaying their sexuality, arguing that advising girls that control of their own lives must lead them refuse to sext (a widespread approach) deprives them of voice. Both books analyze law and propose legal reforms, and both also explore the relationship between social norms and legal regimes. Ross’s review finds commonality in the authors’ arguments that women “have a right to sexual expression without fear of moral or legal repercussions” and that both ultimately “look to greater self-policing by the technology industry,” and to promoting “cultural transformation” as much as legal change

A Delicate Task: Balancing the Rights of Children and Mothers in Parental Termination Proceedings

This article considers the independent liberty interests of children in foster care and their mothers in parental termination proceedings. Federal reforms enacted in 1997 impose a mandatory deadline for the state to terminate parental rights. That policy erroneously presumes that the passage of time suffices to establish parental fault and satisfies a parent\u27s due process rights to her child. The policy also fails to protect the minority of children in foster care who assert an interest in preserving a safe relationship with mothers who are unlikely to regain custody within the state\u27s time frame - including many substance abusers, incarcerated parents and victims of domestic violence

An Emerging Right for Mature Minors to Receive Information

This article argues that parental objections should not be allowed to block minors from accessing information from government agencies, including schools and libraries. This is particularly important when a mature minor seeks information that is essential to meaningful decisions about the exercise of autonomy rights that are constitutionally protected for teenagers, such as reproductive rights including the right to contraception and abortion. The right to receive information is also implicated where minors seek information to facilitate emerging identity choices that may conflict with those of their parents, such as religion and reliance on medical care. Part I analyzes the nature, scope and origins of the right to receive information under the Speech Clause. Part II applies the minor’s right to receive information in the context of constitutionally protected liberty interests. Part III discusses the importance of the free flow of information in relation to gender discrimination, for example when parents seek to limit what their daughters study