DTheses (Athabasca University)
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DIGITAL LEADERSHIP: COMPETENCIES AND CHARACTER DIMENSIONS FOR PUBLIC-SECTOR IT LEADERS
Full text linkDigitalization has changed the leadership paradigm for public-sector information technology (IT) leaders, requiring them to shift from being back-office managers to becoming effective C-suite strategic leaders. As the Ontario Government addresses the impact of the Covid-19 pandemic, IT capabilities are key levers to improve service effectiveness and to maximize value for money. The purpose of this quantitative correlational study is to investigate the leadership competencies and character dimensions that improve the effectiveness of public-sector IT leaders in today’s digital environment. The competencies are the ability to Anticipate environmental changes, the willingness to Challenge status quo, the ability Decide on investment strategies, the ability to Align with stakeholder values and the willingness to build a Learning culture. The character dimensions are Judgement, Accountability and Collaboration. Using a combination of strategic leadership and character dimension questions, a survey of 2,554 IT staff was completed from January to March of 2021. An exclusive data collection strategy using convenient and random sampling was used and 475 usable surveys were obtained. CFA and PLS-SEM were used for data analysis, and it was found that only the independent variables Decide, Align, Collaboration, Accountability and Judgement have significant impact on the dependent variable Effective Leadership in a digital environment. No statistical evidence was found to suggest that Anticipate, Challenge and Learn significantly impacted Effective Leadership. Additionality, the results suggest that during times of emergency management, character dimensions are more valued than leadership competencies for effective IT leadership. The findings have practical implications to support the recruitment and development of public-sector IT leaders through more deliberate emphasis on character dimensions and context-based emphasis on competences. The study is therefore a contribution to the body of knowledge on the integration of leadership competencies and character dimensions for effective IT leadership in a digital environment.
Keywords: leadership, character dimensions, competence, digitalization2022-0
TYPE 1 DIABETES AND EMOTIONAL LABOUR IN YOUNG ADULTS: INTERPRETIVE PHENOMENOLOGICAL ANALYSIS
Full text linkExisting scholarship on the intersection of T1 diabetes management, its accompanying psychosocial challenges, and mental health repercussions informs my work, which examines whether young adults with T1 diabetes experience emotional labour, and if the concept can deepen understandings of living with diabetes. Current research shows that emotional labour has not been applied to transitioning youth with T1 diabetes, though it has been employed in other disciplines to explore the experiences of racially marginalized groups. Using Interpretive Phenomenological Analysis, I identified themes that constituted sources of emotional labour, as participants readily understood emotional labour to be inherent to diabetes management. The over-expenditure of emotional labour suggests profound implications for mental health outcomes and diabetes distress levels, and participant experiences revealed institutionally imbedded ableism that elicited even further expenditure of emotional labour. Research findings suggest that reconsideration of educational frameworks and praxis within diabetes healthcare may alleviate emotional labour and diabetes distress.2022-0
OUTDOOR-ADVENTURE-PLAY INTERVENTIONS (OAPIS): A FOREST OF FACTORS
Full text linkThere are a wealth of evidence-based positive outcomes stemming from the use of nature,
adventure, and play in therapy. This thesis study offers a perspective on how to blend these
modalities into an accessible and self-actualizing tool for therapists and their clients, as well as
any individuals seeking to enhance wellness and decrease psychological symptoms in a proactive
and playful way. Outdoor-adventure-play is any playful adventure that takes place in a natural
environment. I synthesized the literature to create the Common Factors Forest interventionplanning model that can be used in playful, experiential or nature-based therapeutic modalities
and then applied to it the phenomenon of outdoor-adventure-play. I traversed through this model
using autoethnographic inquiry, for the purpose of strengthening the model with a deep and
personal account of the themes. I concluded by addressing what is needed for therapists and
clients to make the most out of outdoor-adventure-play as an intentional process of therapy.2022-0
DEVELOPING HIGHER ORDER THINKING THROUGH ASYNCHRONOUS FORUMS IN BLENDED LEARNING DESIGN
Full text linkOne of the major challenges in the field of teaching English as a foreign language (EFL) at high schools in Japan is that English classrooms tend to lack learning activities to develop higher order thinking due to the dominant test-oriented practice. The purpose of this action research study is to explore an extracurricular blended learning (BL) program that I created to develop the higher order thinking of EFL learners at a public high school in Japan. This study drew on two theories: ecological constructivism for program design and sociocultural theory for mediation. In this one-month BL program, 16 participants engaged in online synchronous and asynchronous activities with English as a medium of instruction and communication while being supported by in-person face-to-face sessions conducted in Japanese. Qualitative data were collected via three methods: asynchronous forums, a post-survey, and my observation notes. Participants’ interactions posted in forums were transformed into quantitative data using three existing content analysis instruments: the Interaction Analysis Model, Cognitive Dimension of Revised Bloom’s Taxonomy, and Krathwohl’s Affective Domain. Then, the quantitative data were triangulated with qualitative data. To investigate my mediation as an instructor in this project, one original framework was created, employing an inductive approach. Coding results indicated that in forums, in which I used various mediation strategies, participants demonstrated higher order thinking to a certain extent overall; however, learner-learner interaction was not as highly activated as expected mainly due to limited social interaction within the learning environment explored in the study. This study suggests that constructivist asynchronous forums can be utilized to develop the higher order thinking of EFL learners in K-12 settings with appropriate program design, instructor mediation, and content. The recommended design includes a purposeful in-person face-to-face meeting at the beginning, organic mixture of interaction and reflection, asynchronous interaction followed by synchronous gatherings, and developmental organization of multiple forums. Implementing interventions to develop higher order thinking in successive action research cycles is expected to be a first step to achieve an ultimate goal of building a healthier society by nurturing mature citizens.2022-De
UNDERSTANDING THE PHENOMENON OF PROFESSIONAL ISOLATION IN THE EARLY CHILDHOOD EDUCATION SECTOR
Full text linkMy doctoral dissertation considers the phenomenon of professional isolation in the Early Childhood Education sector. Prior to the research study, I reviewed previous inquiries that explored the concepts of quality, retention issues, career satisfaction, and information and communication technologies. Upon completion of the inquiry, I returned to review the most current literature, which over the five years has become more plentiful due to the increase in ELCC research in Canada and beyond. My study considered the lived experiences of professional isolation as communicated by Early Childhood Educators (ECEs) in collaborative interviews. I examined the significance and meaning of their insights and explored the potential of an e-mentoring resource for Early Childhood Educators. The primary finding relates the importance of a broader support network to promote connection through e-mentoring for individual Early Childhood Educators and for groups of Early Childhood Educators within an online Community of Practice. My research inquiry was guided by a phenomenology of practice analysis which I chose because it allowed for reflective practice by all the ECE participants including me. Phenomenology of practice is inclusive, it is participatory, and it facilitated acknowledgement of the voices of Early Childhood Educators, as they expressed their desire to contribute to a research project that had significance to them and their professional allies. By offering Early Childhood Educators the opportunity to share their experiences and contribute to this research project, an understanding of professional isolation and its impact on their career satisfaction has been discovered.2022-0
AVOIDING TECHNOLOGICAL MONOCULTURES AND DEVELOPING OPEN OUTCOMES SUPPORTING LIFELONG LEARNING LITERACIES
Full text linkThis study of students in an Ontario College sought to describe and assess the emergence of lifelong learning literacies and whether these are constrained by the learning management system (LMS) and the outcomes-based education (OBE) model. I hypothesize that these limit students’ control, restrict choice and self-directed learning during a program of study and lead to more instrumental approaches to learning. I employed a descriptive analysis methodology using an online survey to gather quantitative and qualitative data. The survey received responses from 618 participants and sought to reveal the range of, and attitudes towards student and institutional use of digital technologies, technology and learning, and the development of digital skills.
A number of conclusions are extended. First, the presence of essential lifelong learning skills is not restricted by the top-down OBE and LMS centered online instructional environment but developing these requires institutional support and that self-directed learning behaviours were present, but students did not organize these activities in personal learning environments. Secondly, students were seeking support in digital tools they expected to use in the workplace yet look for on-demand, audio-visual guidance with tools they can use to help organize from learning support services. I also find that the ability for students to construct their own learning goals and outcomes are not restrained in OBE models as students reported making decisions in seeking resources to support goals they value. The study also finds that the LMS does not place constraints on student choices in seeking supplementary resources outside the learning platform, yet the results do not indicate what prompts students to seek these additional resources. Lastly, OBE models and LMS-centered online learning environments encourage an instrumental approach to learning that emphasizes skills development directly related to future workplaces over learning that facilitates the development of lifelong learning literacies.
I make recommendations for future research into heutagogy centered online learning, support for students and instructors in online learning and to revisit assumptions of where and when learning takes place in an increasingly networked society along with the ramifications for the mode of education following the COVID-19 pandemic.2022-0
Reflective entries to understand the learning of interprofessionalism during clinical practicum: A phenomenological study
Full text linkInterprofessional practice (IPP) in health care has the potential to decrease medical errors and increase the standard of care for all individuals. The World Health Organization (WHO) (1988) published a report calling for reorganization of health care practice, twenty years later, WHO (2010) published a framework for advancing interprofessional education (IPE) for healthcare practice. The report sparked a number of interest and publications on the introduction of an IPE curriculum to health care students. To date, there is a scarcity of evaluative data that connects the IPE to the learning and development of interprofessional practice (IPP) for prelicensure students and as they become graduates. This phenomenological study examined the experiences of interprofessionalism of prelicensure students, during their clinical practicum through their reflection. There were three consenting participants from radiation therapy completing the study, where they were first individually interviewed prior to entry into the clinical practicum, and then near completion. Additionally, the participants submitted weekly reflections during their placement. I utilized an interpretative phenomenological analysis approach for the idiographic analysis, then a broadened analysis across the participants to identify shared themes. The findings aligned with the literature and allowed the participants to share what they learned from interprofessional education, how they learned interprofessional practice, and how reflection contributed to their learning. The findings suggest that for a critical mass of health care professional graduates to develop and realize effective collaborative practice, there should be more attention provided to developing reflective attitudes, the learning environment, and the resulting organizational culture. This was a small exploratory study with limitations, however; there are indications for more research with an increased number of participants across multi professions to enable a firm understanding of the requirements to strengthen the bridge between interprofessional education and practice.2022-0
ENGLISH AS AN ADDITIONAL LANGUAGE LEARNERS’ JOURNEY THROUGH NURSING EDUCATION IN CANADA
Full text linkNursing students who speak English as an additional language (EAL) face significant challenges throughout their educational programs. This problem is attributed to numerous causes from admission standards, to cultural biases, and more. There is a dearth of studies exploring the perspective of the graduated EAL nurse. This demographic offers a valuable perspective worthy of exploration. This study asks: what can be learned from the lived experiences of recently graduated EAL nurses, looking back on their Canadian undergraduate nursing education programs? Interpretive description methodology was utilized for this study, as its premise is to explore and interpret a human experience and apply findings to practice. Data collection consisted of five participant interviews and relevant public domain records. Findings centered around the impact of EAL nurses’ deep and genuine relationships with peers, patients, and instructors. Implications for practice are how these relationships can inspire and improve pedagogical practices for Canadian nursing education.2022-1
SELF-EFFICACY IN ADULTS THROUGHOUT A SIX-MONTH PHYSICAL ACTIVITY INTERVENTION
Full text linkSelf-efficacy is considered a correlate for physical activity; previous research offers contradictory findings regarding this relationship in adults with obesity. This thesis consists of a manuscript examining how task, coping, and scheduling self-efficacy change with physical activity participation and the effectiveness of each self-efficacy type in predicting physical activity among adults with normal BMI values (< 25 kg/m2) and adults with overweight and obese BMI values (≥ 25 kg/m2). A convenience sample of N=84 healthy adults participated in a six-month community-based physical activity program. A Fitbit Flex measured daily step counts and monthly surveys assessed self-efficacy. Self-reported weight and height were used to calculate BMI. Time had a significant effect within subjects but only for the scheduling component; differences between BMI groups were not significant. Coping and scheduling components were most related to step count. Findings could assist in developing more successful physical activity interventions.2022-0
ACCURACY OF TRAUMA TRIAGE AND IMPACT ON CARE IN THE EMERGENCY DEPARTMENT
Full text linkThis thesis is aimed at examining the influence of over and undertriage rates of the trauma team
as well as the timing of the involvement of the trauma team in the patient’s care on quality
indicators. I hypothesize that early trauma team involvement will decrease the time to definitive
care thus decreasing patient time in the emergency department without a treatment plan
established. I conducted a retrospective medical record review focusing on quality indicators
and variables in the care of trauma patients in the emergency department. I compared over and
undertriage rates and timing of trauma team activation for trauma patients. I found that prehospital
trauma team activation improves performance indicators in the emergency department.
This research suggests that pre-hospital trauma team activation should be considered the
standard of care for all patients meeting pre-hospital field triage criteria for major trauma.2022/1