Rozprawy doktorskie: „Grounded, phenomenological case study”

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Onslow, Christopher E., i University of Lethbridge Faculty of Education. "The transformational healing journey from universal shame : a phenomenological-grounded theory inquiry". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/1290.

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A phenomenological-grounded theory methodology was utilized to explore the transformational healing journeys of five Caucasian men in recovery from pervasive shame in their lives. An overview of several western approaches to treating shame are included, as well as two predominant Universal Developmental theories of shame and its link to the resolution of narcissism. During the thematic analysis of the interviews, thirteen themes were derived, which constituted a chronological depiction of the story of shame, as it unfolded in the lives of the participants. Additionally, an in-depth look at the families of origin, and the beginnings of shame in the participants’ lives is presented, as well as a picture of how their lives are now, after recovery from their shame. Implications for counseling were addressed.
ix, 196 leaves ; 29 cm

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Biss, Andrew. "Towards an existential phenomenological family therapy model of working with issues of alcohol abuse : a grounded theory study". Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/21804/.

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This research is a step towards creating an existential phenomenological model of family therapy when working with alcohol abuse. The research method was constructivist grounded theory and involved interviews with twelve experienced family therapists. From an initial one hundred and twenty-five provisional categories the data was analysed to form eight main concepts. Each of the concepts contains a family therapy and an existential phenomenological perspective. The model can be considered in three formats; a review of family therapy when addressing alcohol problems, an existential phenomenological approach to that situation and an integrated version. The model is described and shown in diagram form and can be used by practitioners in part or whole to assist in their work with families.

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Pandit, Naresh R. "Towards a grounded theory of corporate turnaround : a case study approach". Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543933.

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This study of corporate turnaround was conducted for three reasons. Firstly, from a long-run social welfare perspective, we began in the belief that efforts to rescue ailing firms are, in general, worthwhile as the economic and social benefits outweigh the costs. Secondly, the significant and increasing incidence of firms that find themselves in situations of sustained performance decline indicates the growing importance of the problem. Thirdly, the notable absence of a theoretical framework of corporate turnaround. The principal objective of this study was the generation of a theoretical framework of corporate turnaround. The methodology employed to meet this objective was the style of qualitative research known as the grounded theory approach and since our units of data were cases of turnaround, aspects of the case study method were incorporated. In operationalising the chosen methodology, two lesser auxiliary objectives were defined. Firstly, to assess the utility of on-line computerised databases as a primary source of data for this type of research; and secondly, to assess the utility of computer-based qualitative data analysis software packages in this type of research. Through the analysis of the three case studies (the 'literature' case study and the two 'empirical' cases) a rich theoretical framework of corporate turnaround was generated and tested. Appropriate recovery strategies were found to be contingent upon six sets of contextual factors: the causes of decline; the severity of the crisis; the attitude of stakeholders; industry characteristics; changes in the macroeconomic environment; and, the firm's historical strategy. The content of recovery strategies was usefully decomposed into operational level actions (management change; improved controls; restructuring finances; decentralisation; reduction in production costs; investment in plant and machinery; and, improved marketing) and strategic level actions (asset reduction/divestiture; product/market reorientation; vertical integration; and, joint-ventures). A temporal or implementation dimension was also discovered. Successful actions to effect recovery fell into four distinct (but overlapping) stages (the management change stage; the retrenchment stage; the stabilisation stage; and, the growth stage). Finally, 53 propositions linking the concepts and categories within the framework were generated. In chapter eight, the theoretical framework was assessed in the wider context of the literature on strategy formation. The framework was found to ultimately belong to the rationalistic school of thought but also was argued to provide a means of integrating that school with the supposed alternative incremental school of thought. This integration was suggested on the basis of context. With respect to the two lesser auxiliary objectives of this study, we found firstly, that the data available from the on-line databases Reuters Textline and Predicasts PROMT to be extremely appropriate for this type of research. The hundreds of articles extracted provided a rich and diverse source of information for the two 'empirical' cases. Our second auxiliary objective was to assess the utility of computer-based qualitative data analysis software packages when used in conjunction with on-line data in grounded theory research. In general, we found the packages to be of limited use (rather than easing the process they tend to overcomplicate it) with much development required before they can make a significant impact on the conduct and quality of qualitative research. However, we found the package that we used (ATLAS) to be very much the exception to the rule.

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Cullum, Princess. "Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc849695/.

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Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.

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Cullum, Princess M. "Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849695/.

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Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.

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Salafatinos, Chris. "Activity-based costing : a review with grounded theory-based case study". Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21509.

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This thesis reviews the Activity-Based Costing (ABC) literature, and analyzes its origins, nature, and development as a precursor to the case study. In addition, a constructive approach to research is used to develop techniques which integrate ABC theory with traditional methods to enhance its application for continuous improvement in practice. The case study employs a grounded theory research approach based on participant observation to explore the technical and organizational change process as a result of implementing Activity-Based Costing at Calor Gas. In terms of technical change, the case reveals a number of significant issues impacting upon the practicality of ABC systems which are neglected in the literature. The application of grounded theory resulted in the formulation of several hypotheses which are integrated in the construction of conceptual models, and are pertinent to the future study of implementation issues. The models address three main problems. The first problem focuses on the potential conflict between product costing and Activity-Based Management (ABM) objectives. The second deals with establishing criteria for the formulation of activities. The third is concerned with establishing a suitable set of cost objects. Each problem is presented as it was discovered in the context of the case. Diagrams are used to depict critical factors, and to show relationships between variables in order to find more general solutions. In terms of organizational change, an "evolutionary" theory about the process of change is developed. It is a process of change whereby the organization learns to adapt to a new environment and conditions. Organizational changes occur in small increments relative to the pace of learning, and the organization grows and matures in order to accommodate the introduction of new knowledge systems. New skills, language, technical concepts and structures are developed. Some of the changes that occurred in the case were planned, some were unplanned, but all were part of the general evolutionary process of an organization adapting to its environment.

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Reno, Deborah L. "Exploring the Process of Civic Engagement: A Phenomenological Case Study". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11032003-090341/.

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Research expresses the need for society to develop ways that encourage civic responsibility. As the need to educate and encourage citizens to be more civic-minded increases, higher education, communities and agencies need to learn more meaningful ways to engage constituencies in the process that will result in greater civic responsibility. The purpose of this phenomenological case study was to describe how collaborative experiences influence civic engagement. Utilizing collaborative learning methods, while emphasizing specific learned skills (attributes) within small groups, both youth and adult experiences within the process tended to be enhanced and meaning was found within the experience. Although the study did not set out to develop a model for engaging citizens in decision-making, elements described within participant experiences contributed to developing a civic engagement model that fosters a sense of voice, empowerment, and meaning resulting in the likelihood of enhancing civic responsibility for those involved in the process.

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Pasters, William C. "The Narrative Achievement of Teaching Practice: A Phenomenological Case Study /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487928649986674.

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Cranfield, Desiree. "Knowledge management and higher education : a UK case study using grounded theory". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191855/.

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Higher Education Institutions (HEIs) in general, and universities in the UK in particular, are complex organisations, each characterised by a distinctive ethos, particular history, mission, size, and shape, being highly autonomous, yet bound together by the identical challenges of massification, the emergence of greater accountability imposed by the government, sharp financial cuts, a greater emphasis on student satisfaction, globalisation, the knowledge economy, marketisation and advances in information and communications technologies. Some scholars contend that strategic management of Knowledge and the knowledge asse ts of a university can provide the competitive advantage that universities need, as well as provide a solution to address some of these challenges, providing many potential benefits to each area of Higher Education. However, have HEIs adopted Knowledge Management on an institutional level to enhance its competitive advantage? What are the perceptions and practices of Knowledge Management within the HEI context; what are the contributing factors that hinder or promote the use of Knowledge Management within the Higher Education context? A cursory literature review could not answer these questions and hence , this sequential, quantitative-qualitative, mixed-methodology, multi-site case study,investigated these questions within the context of the United Kingdom Higher Education universities. The research, presented in two phases, with the first phase providing an overview of the state of Knowledge Management within the UK universities, and the second phase presenting the findings of an in-depth multi-site case study, conducted using Grounded Theory as a methodology, suggests that Knowledge Management tools and techniques were beginning to be used on an institutional level as a management tool within the Higher Education context in the UK; however, it was not being used extensively, and was implemented in pockets, with emphasis on Information Management more than Knowledge Management, and not generally in a systemic way. The research further suggests that the contributing factors that had an influence on Knowledge Management not being used extensively within this context were varying, and included: the characteristics of universities and the nature of academic work, and the perceptions of Knowledge and Knowledge Management within this context. Despite this, a number were beginning to implement Knowledge Management systemically across the university. The research, and this thesis, presents a substantive theory for Knowledge Management in Higher Education, and has contributed to the field of Knowledge Management and Higher Education by identifying the current practices and perceptions of Knowledge Management within the context of Higher Education in the UK, and the factors that hinder its use within this context

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Strong, William Eric. "A Grounded Case Study of Parental Perceptions Surrounding Formalized Special Education Processes". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6919.

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In this dissertation, I explore, through qualitative means, the perceptions of parents related to discourse (what is said and not said) within formalized and required processes of special education. These processes are federal requirements that parents of children with disabilities or suspected disabilities encounter as their children progress through the school system. The processes purportedly protect the rights of children with disabilities. The goal of the process is to help children with disabilities make academic gains by providing scaffolds that meet their individual needs. During this process, parents of children with disabilities become empowered or disempowered by discourses focused on eligibility for special education services and Individualized Education Plans. These discourses may serve to privilege, empower, disempower, alienate and marginalize, or unite and value. I critically examine instances of this discourse to support and empower parents concerning instances of negatively framed discourse and to assist administrators, professionals, and teachers. My goal is to help these individuals understand how parents perceive the discourse within this framework. I aim to lessen instances of alienation, marginalization, and power inequities that parents repeatedly encounter through education. This study involves 15 survey participants and 14 remaining case-study participants who have or have had children with disabilities go through the special education process from five separate school systems within the Western U.S. I utilize a survey covering perceptions and attitudes about formalized special education processes along with open-ended, semi-structured interviews for case-study analysis. Participants discussed inequities and inequalities such as a perceived lack of power and voice. They referred to lost dignity for themselves and their children with disabilities and high levels of frustration due to poor communication and follow-through. Participants perceived successful interactions from persistent effort, advocacy, and self-education on special education law, procedure, and the disabilities of their children. I provide participant summary perceptions and desires regarding the special education process. I present two models of special education discourse derived from grounded theory and discuss my results regarding models of disability, a school-equity-improvement model, an ethical framework, and I argue for a call to action to begin the groundwork for positive, lasting change.

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Brens, Madeleine May. "Excluded adolescent females engaging in the arts : a phenomenological case study". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648153.

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Schad, Michael L. "A Teacher’s Adoption of Maker-Centered Learning: A Phenomenological Case Study". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6090.

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The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the lived experience of chemistry teacher as she integrated the maker-centered learning framework into her chemistry classroom.

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Stevenson, Susan P. "Place advocacy at Snowshoe Mountain Resort a case study of a destination ski resort /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4473.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 29, 2009) Vita. Includes bibliographical references.

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Masters, Carin-Lee. "Clay sculpture within an object relational therapy: a phenomenological-hermeneutic case study". Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002524.

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The overall aim of this thesis is to explore the process of working with the Edwards claywork method with a psychotherapy client who had significant relational difficulties and feared being exposed as defective. Within this there are particular aims: Firstly, to investigate whether the distancing that art therapy can create, can help the client with relational difficulties to tolerate unexpressed disavowed feelings, in particular her sense of shame about being exposed as defective; and secondly, to examine whether material evoked through the claywork process can assist in furthering the psychological formulation of this kind of client. The research was a phenomenological-hermeneutic case study of a psychotherapy client, called Kim. Kim’s experience of therapy, including two claywork sessions, was documented. This comprises a thematic narrative of her therapy process prior to the claywork process, as well as a thematic narrative focusing on the two claywork sessions. Her clay sculpture was photographed and alphabetically labeled according to the chronological order in which she made the eight pieces comprising her sculpture. A hermeneutic reading of the narratives was conducted using theoretical perspectives including object relations, Adlerian psychology and art therapy. It was concluded that, firstly, the distancing that art therapy can create does help the client, who is afraid of being exposed as defective, to tolerate previously disavowed and unexpressed feelings; and secondly, art therapy such as the Edwards claywork method, does deepen psychological formulation of the client’s affective and relational difficulties. However, although the image may graphically symbolize unconscious aspects of a client’s psyche, the present study illustrates that a client may not always be able to enter into a relationship with the image or dialogue between conscious and unconscious states. In this respect, the present study focuses on aspects of art therapy of which there is limited literature.

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Russell-Fry, Nancy L. "A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110.

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Morton, James R. Jr. "SUPERVISORS’ EXPERIENCE OF RESISTANCE DURING ONLINE GROUP SUPERVISION: A PHENOMENOLOGICAL CASE STUDY". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1404.

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Leaders in higher education institutions throughout the United States regard distance learning as an important part of their long-term strategic planning (Allen & Seaman, 2015). Counselor education and supervision training programs are following this trend as demonstrated by the increase of online programs being offered to train professional counselors (Renfro‐Michel, O'Halloran, & Delaney, 2010). Some studies have investigated how online supervision compares to in-person or face-to-face counselor training (e.g., Lenz, Oliver, & Nelson, 2011). However, little is known about counselor educators’ experiences of online group supervision. A phenomenological case study explored the counselor educators’ lived experiences of resistance during online group supervision in Council for Accreditation of Counseling and Related Educational Program (CACREP) accredited programs. The results of the study identified four themes: the supervisory relationship matters, differences exist between online and face-to-face supervision, positionality and privilege influence resistance, and resistance is dynamic. The study’s findings could enhance the field’s understanding of resistance and expand on how to consider and approach resistance during online supervision.

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Tunceren, Li-Lee. "Community College Second Language Students’ Perspectives of Online Learning: A Phenomenological Case Study". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7102.

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In this phenomenological case study, I elicited the perspectives of first-year community college second language (L2) students enrolled in an online general education course, Studies in Applied Ethics. Four L2 participants narrated their lived experiences and impressions of distance learning via Skype interviews at early, mid, and end-of-semester junctures. The Distance Education instructional model Community of Inquiry (COI) served as the theoretical framework for the inquiry. The multilingual participants suggested the COI components Teaching Presence (design and facilitation of the course) and Learning Presence (self-regulated learning behaviors) led to Cognitive Presence (the understanding of and ability to demonstrate content knowledge). Social Presence, the concept of collaborating with classmates in a virtual community, seemed less desired or effectual for the L2 participants in this general education online course. Discoveries in this phenomenological case study add qualitative data and diverse perspectives to the extant research on Community Colleges, Online Teaching and Learning, Writing Across the Curriculum, and English for Academic Purposes

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Kruger, J. C. "Adaptation of Luborsky's Core Conflictual Relationship Theme (CCRT) method a phenomenological case study /". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10222007-110453/.

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James, Adrian. "'From Thanatos to Eros' : a phenomenological case study of post-graduate drama students". Thesis, City University London, 2010. http://openaccess.city.ac.uk/8724/.

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This thesis focuses on the lived experience of a group of post-graduate drama students as they undergo a one year vocational Master of Arts in Acting at a major London Drama School. It attempts to understand why mature and well qualified adults sacrifice financially rewarding and secure employment in order to train for an industry in which they have little chance of even a subsistence level of paid employment in the years following graduation. The project was conducted from a non-positivistic basis where knowledge, truth and reality are seen as the subjective, context-bound, normative and political products of a social community, and not as the value-neutral products of a disinterested researcher. The research design was based on a series of 14 extended semi-structured interviews with current and ex-students, formal participant observation over a period of a year, and both formal and solicited documentary evidence covering a four year period. The epistemology is phenomenological. It is a descriptive, hermeneutic, longitudinal, single case study and a reflexive commentary on the research process. Data are presented in two forms; firstly through themes and elements in relationship to the relevant literature, and secondly as a dramadocumentary screenplay, charting the experience of the students as they progress through the course. The findings suggest that the participants are searching for selfactualisation through personal integrity and a creative purpose. The research proposes that face-to-face relationships, reflexive and sensitive pedagogy, a permissive, non-judgemental ‘safe space’ and the disciplined development of the histrionic sensibility through the study of action is productive in developing individuals able to selfactualise and flourish creatively within the increasing demands and conflicting ideologies of a highly competitive creative industry.

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Winn, Linda C. "Combat veterans' perspectives on a dramatherapy journey : a phenomenological mixed methods case study". Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702160/.

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A review of academic literature revealed a dearth of published research concerning whether dramatherapy might help UK combat veterans recover from Post Traumatic Stress Disorder (PTSD). Furthermore no published research sought to capture veterans’ perspectives during dramatherapy in the UK. My research questions addressed the gap in the research literature: What is the participant’s perspective on the use of dramatherapy in helping British combat veterans a) to recover from PTSD? and b) to adjust to civilian life? The research design was a phenomenological mixed methods case study. The qualitative measures were arts-based. Interpretative Phenomenological Analysis (IPA) was used to examine the transcripts of the dramatherapy sessions. The quantitative measures were the Clinical Outcomes Routine Evaluation (CORE) -34 and CORE-10; Short Warwick Edinburgh Mental Well-being Scale (SWEMWBS) and the PTSD Checklist – Military (PCL-M). The multiple methods synthesis raised questions and gave new insights rather than confirming results. The participants were 3 male veterans from the same region of the UK. I was the researcher/dramatherapist. The aim of the research was to achieve an in-depth study underpinned by a participant-centred approach. The research theme was journeying towards recovery. The choice of play-text, an excerpt from The Odyssey, reflected this. The initial 5 dramatherapy sessions were individual and the remaining 3 were group sessions. The IPA indicated that the participants’ perspectives were that dramatherapy might help other veterans towards recovery from PTS. Furthermore dramatherapy might help in their adjustment to civilian life. The use of , imagination and role rehearsal and assisted in reframing of their personal stories. The participants found the use of a novel method developed by myself, from Turner’s Model of Crisis (TMOC) (Turner, 1967) particularly helpful in moving through traumatic memories, utilising metaphor and a problem-solving approach. This led to embodiment of reprised positive military roles in overcoming obstacles on their journeys. They used this method in other situations arising outside of the research and recommended it as potentially having a positive impact on other veterans, seeking recovery. They remained in the clinically significant scoring for PTSD. However, they identified the framework of dramatherapy methods resulted in an increase in confidence, creativity and ability to manage conflict. This was supported by the IPA results.

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Chen, Xiaoqing. "A phenomenological understanding of tourism management : a case study of a Chinese village". Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=237055.

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Ibenne, Samuel K. "Information experiences and practices of paediatric physicians in Nigeria : a phenomenological case study". Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23428.

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Adequate access to and appropriate use of medical evidence by clinicians have been posited as influencing the quality of clinical decisions and outcomes of patient care. The broad aim of this case study of a tertiary hospital was to provide understanding of how the information experiences and practices of paediatric physicians in Nigeria influenced their information practices and the potential implications for patient care. To achieve the research aim and objectives, a qualitative exploratory study was conducted using multiple sources of data: interviews, diaries, observation and social network chats. Overall, twenty semi-structured interviews were conducted, and seven clinicians provided a week-long information activity self-reports through diaries. Supplementary data were gained via the researcher's personal observation and social media chats with some participants. Paediatricians in the cadre of: Consultants, Senior Registrars, Registrars and Residents provided the data which was analysed using the interpretative method. The results indicate that the paediatricians' information needs were on: managing challenging cases, supporting diagnostic decisions, managing evolving diseases, managing illnesses in the tropical context, drugs and dosage, refreshing the memory, keeping updated, and passing professional examinations. In general: i)there was haphazard approach to information literacy tuition for the clinicians during professional education resulting in varied information capabilities, and inadequacy of knowledge and skills for good information practice; ii) obtaining medical information from colleagues was the predominant feature of paediatricians' information practices; iii) printed textbooks were the paediatricians preferred source for obtaining medical evidence, however, there was a growing popularity in the use of electronic medical information sources, including at the point of care; iv) a perception of inadequacy of the hospital library services resulted in the paediatricians developing rejection behaviour towards the services, labelled in this study as information service rejection behaviour (ISRB); v) there was general perception by the paediatricians that access to, and use of medical information supports patient care and achievement of better treatment outcomes. This perception instilled a sense of value for information use, demonstrated through the clinicians' dedication to the self-provision of information resources; vi) a dearth of medical resources germane to the contextual management of illnesses led to inadequate clinician knowledge in a good number of cases. A new model of information behaviour entitled 'the knowledge production model of the paediatricians' information behaviour has been developed from the findings of this study, thereby extending existing scholarly perspectives on people's information behaviour. The Kpro model enunciates the concept of 'knowledge-based information behaviour' (KIB) which was exhibited by the paediatricians. The study recommends that i) the information literacy skills training (ILST) model developed from the findings, be used as a practical tool for inculcating information literacy to the paediatricians at the level of residency training; ii) the hospital management/librarians prioritise the improvement of information resources, services and infrastructure e.g. reliable internet service, e-library at wards and consulting rooms, and clinical librarian services, to enhance good information practices among the clinicians; iii) retraining of the hospital librarians for increased service delivery effectiveness; iv) increased local research through the establishment of Journal Clubs by the paediatricians to enhance local publishing of medical literature.

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23

Winn, Linda C. "Combat veterans’ perspectives on a dramatherapy journey: a phenomenological mixed methods case study". Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/702160/1/Winn_2016.pdf.

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A review of academic literature revealed a dearth of published research concerning whether dramatherapy might help UK combat veterans recover from Post Traumatic Stress Disorder (PTSD). Furthermore no published research sought to capture veterans’ perspectives during dramatherapy in the UK. My research questions addressed the gap in the research literature: What is the participant’s perspective on the use of dramatherapy in helping British combat veterans a) to recover from PTSD? and b) to adjust to civilian life? The research design was a phenomenological mixed methods case study. The qualitative measures were arts-based. Interpretative Phenomenological Analysis (IPA) was used to examine the transcripts of the dramatherapy sessions. The quantitative measures were the Clinical Outcomes Routine Evaluation (CORE) -34 and CORE-10; Short Warwick Edinburgh Mental Well-being Scale (SWEMWBS) and the PTSD Checklist – Military (PCL-M). The multiple methods synthesis raised questions and gave new insights rather than confirming results. The participants were 3 male veterans from the same region of the UK. I was the researcher/dramatherapist. The aim of the research was to achieve an in-depth study underpinned by a participant-centred approach. The research theme was journeying towards recovery. The choice of play-text, an excerpt from The Odyssey, reflected this. The initial 5 dramatherapy sessions were individual and the remaining 3 were group sessions. The IPA indicated that the participants’ perspectives were that dramatherapy might help other veterans towards recovery from PTS. Furthermore dramatherapy might help in their adjustment to civilian life. The use of , imagination and role rehearsal and assisted in reframing of their personal stories. The participants found the use of a novel method developed by myself, from Turner’s Model of Crisis (TMOC) (Turner, 1967) particularly helpful in moving through traumatic memories, utilising metaphor and a problem-solving approach. This led to embodiment of reprised positive military roles in overcoming obstacles on their journeys. They used this method in other situations arising outside of the research and recommended it as potentially having a positive impact on other veterans, seeking recovery. They remained in the clinically significant scoring for PTSD. However, they identified the framework of dramatherapy methods resulted in an increase in confidence, creativity and ability to manage conflict. This was supported by the IPA results.

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24

Mak, Shuk-han Nancy, i 麥淑嫻. "An exploratory study of the experience of being help in marital casework setting: a phenomenological approach". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569592.

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Myers, Ryan. "International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079960471653.

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Schreiner, Sherry Lynn. "How teachers experience change| A phenomenological case study of a district-wide curricular reform". Thesis, Colorado State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635675.

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The purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me.

Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was hearts in the game. The shadow of hearts in the game was loss of passion and loss of efficacy. Hearts in the game means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keephearts in the game. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.

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Harrison, Aline E. "The Far Reaching Impact of Transformative Learning: A Critical Ethnographic Case Study". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002549.

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Gauweiler, Cher N. "Imagination in action a phenomenological case study of simulations in two fifth-grade teachers classrooms /". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001315.

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Henderson, DeAnna L. "A Phenomenological Case Study of the Impact of Autism Spectrum Disorders on the Sibling Relationship". Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273190650.

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Lush, Craig L. "The act and activities of invention : an autobiographical phenomenological case study of a visualizing inventor /". Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-11082006-133630/.

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Manandhar, Prabin. "A grounded theory approach to comparing rural change processes : a case-study of three villages in Nepal". Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427061.

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The broad objective of this thesis is to understand the dynamics of rural change In Nepal and to relate this to the dominant paradigms of rural change espoused by key informants in Kathmandu. The conceptualisation of social relationships in rural society is built on notions of civil society and social wealth and involves the Identification of bonding, bridging and linking as distinctive forms of interaction and solidarity. Empirically, the thesis compares and contrasts three examples (case studies) of rural change in three locations -a remote village, a roadside village and a Maoist controlled village in a hill district and thereby makes a contribution to the analysis of rural change in the middle hills and wider Nepal. The case studies exemplify three ideal types of rural transformation in which traditional/conservative authority works with mechanical solidarity to produce strong bonding and linking social wealth, bureaucratic/liberal-democratic authority works with organic solidarity to challenge bonding and linking social wealth and construct new bridging "class" social wealth, and charismatic/populist authority works with mechanical and organic solidarities to build on bonding social wealth towards greater bridging social wealth, and challenge linking social wealth, respectively. The research deploys qualitative field research methods in a grounded theory approach, bringing semi-structured interviews and participatory investigation into interaction with concepts drawn from the literatures on social capital and complexity theory, Weberian authority patterning, Durkheimian models of social solidarity, Burnsian models of leadership, and Hersey and Blanchard's models of change strategy. The research does not take a meta-view of civil society, however, but stays close to the observations at village level. Epistemologically, the research adopts a social constructivist approach drawing on complexity theory. The findings reveal that the paradigms of rural change prevalent at the centre are too simplistic, overstating exogenous forces and underestimating local structural resilience. The shifting frontier between transactional and transformatory actions at the village level is not well understood and the vision of overall direction of rural change is not clear to people at the centre. In other words, academics and policy-makers at the centre lack a coherent and grounded vision of where Nepal is actually heading. The usual basic model adopted is that Nepal is poor and backward, but moving towards modernity. The case studies, however, suggest that the dynamics of rural change are far more complex. Rural society in Nepal is moving at different speeds in different directions, though movement is to some extent path-dependent, constrained by historically embedded structures. The thesis shows that, apart from the most remote village where more conservative linking processes still dominate, the two other case study villages are dynamic, but in different ways. The remote village is conservative and reproduces social structures and relationships that underpin a system of mutual support and associated exploitation with authority legitimised by tradition. The roadside village is undergoing change as a result of rural infrastructural change and the penetration locally of market relations. Here processes that might be broadly Identified as capitalist are challenging historic relationships (of bonding and linking) and new forms of relationship are emerging changing the nature of patterning of inequality. The Maoist controlled village is deepening the (bridging) social wealth of poor and disadvantaged people within a distinctive progressive framework to facilitate deliberate intervention to reverse hierarchies. The findings demonstrate that building on ethnic bonding relationships can facilitate bridging between groups, which in turn generates more organic social wealth and underpins struggles against hierarchical linking mechanical relations using the mix of participative and directive change strategy. The findings also demonstrate that not just market relations and rural infrastructure development, but progressive political, social and ideological changes are needed to bring about the kind of rural transformation that generates more equality and justice as well as more wealth.

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Froneman, Carmen Michelle. "Dating in the dark: a phenomenological study of the lived experience of online relationships". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/5462.

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Online relationships are becoming increasingly popular due to the availability, accessibility, and affordability of online social networking and dating sites. Individuals are progressively moving from meeting romantic partners face to face to meeting and engaging with individuals online. There is ample evidence to support the view that individuals do initiate romantic relationships online and often these relationships progress offline. The primary focus of online research had been conducted by communication and linguistic scholars while very little research has been conducted into the psychological conceptualisation of online relationships. In addition, there is a lack of available research pertaining to the development of romantic relationships online and more so in South Africa. The current study utilised Sternberg’s Triangular model of love and the Johari window as a framework for understanding the concepts involved in online romantic relationships. The study specifically aimed to explore and describe the lived experiences of individuals who engage in online dating. The parameters of the study included the elements that comprise the online relationship, the subjective meaning attached to the relationships, and the processes these relationships encompass. The study moreover aimed to explore the progression of the online relationship. The study used a qualitative, phenomenological approach using snowball sampling and semi structured interviews to collect data. Tesch’s model of content analysis was used during data analysis while incorporating the four major processes in phenomenological research, namely (1) epoche, (2) phenomenological reduction, (3) imaginative variation and, (4) synthesis. The findings of the study generated a greater understanding of the complexities of online dating. Themes including online relationship development, the dynamics of online relationships, how love, according to the triangular model of love, is perceived online and, self-disclosure online were identified through the participants narratives. These findings ultimately can be used for future research.

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Bleiler, Sarah K. "Team-Teaching Experiences of a Mathematician and a Mathematics Teacher Educator: An Interpretative Phenomenological Case Study". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3980.

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In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics teacher educator as they engaged in a team-teaching collaboration within the context of prospective secondary mathematics teacher preparation. Participants in this study are a mathematician (Dejan) and a mathematics teacher educator (Angela) who worked together to plan, implement, and assess prospective secondary mathematics teachers enrolled in a mathematics content course (Geometry) and a mathematics methods course (Teaching Senior High School Mathematics). I employed interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) as the methodological framework. Consequently, I attempted to make sense of Dejan and Angela's experiences as they engaged in active reflection on those experiences. I also utilized the situated learning perspective (Lave and Wenger, 1991; Wenger, 1998) as a theoretical lens to guide the design and interpretation of this study. I assumed that learning, meaning, and understanding are situated in communities of practice, and therefore, to understand the meaning-making of Dejan and Angela during their team-teaching experiences, I paid particular attention to their understandings and identities as members of their respective communities of practice in mathematics and mathematics education. The themes that emerged from my analysis illustrate (a) how crossing community boundaries led to Dejan and Angela's increased awareness of their practice, (b) the roles of coach and student taken on by Angela and Dejan throughout the collaboration in an effort to increase Dejan's awareness of the needs of PSMTs, and (c) the influence of mutuality as a driving force in the instructors' collaborative experiences. In using the situated learning perspective as an interpretive lens to describe and explain Dejan and Angela's meaning-making throughout their collaboration, I demonstrate (a) the importance of the dual processes of participation and reification to facilitate learning and meaning between instructors, (b) the ways in which a lack of shared history can hinder communication between collaborators, (c) the influence of a community's "regime of mutual accountability" on collaborators' decision making and interactions, and (d) the value and complexities of brokering and crossing boundaries.

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Anderson, Ingrid Mari. "Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study". PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2080.

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Since 2011, the state of Oregon has embarked on a comprehensive educational policy change to create a unified birth to twenty educational system. As part of the birth to age five early childhood and family investment strategy, mandated participation in Oregon professional development system is required for all early childhood educators working in Office of Child Care licensed programs. To date, research on early childhood educators' experience in professional development systems has focused primarily on experiences with regulatory systems. This hermeneutic phenomenological study explored how four early childhood educators made meaning of their experiences of professional engagement in Oregon's state professional development system. As a researcher-participant, I conducted a two-part interview with these early childhood educators. First, we revisited the experience of the professional development journey in collage, followed by narrative semi-structured interviews. The researcher employed Dahlberg's (2006) concept of "bridling the experience" (p. 16) as a way to develop an understanding of early childhood educators' professional practice and the intersection between practice and professional engagement in Oregon's professional development system for childhood care and education. The collage and narrative dialogues illuminated the essence of each individual's experience. Experiences such as the intersection of personal professional self, acts of professional engagement, and the emotional nature of participants' work all emerged from the collage and interview process. Three essential themes emerged from the data interpretation and discussion, namely, (a)Personal and Professional Self: Intertwining Personal Experience and Professional Identity, (b)Curves Ahead: Maneuvering Rivers, Roads, and Paths, and (c)The Journey and the System are Asynchronous: "You Guys Figure that Out, Good Luck." Through the emergence of essential themes, participants demonstrated that their experiences while unique also shared common characteristics of what it means to be an early childhood educator in Oregon living with policy in the classroom. It is now the turn of policy makers and program managers of Oregon's professional development system to recognize the strength and wisdom of the voices in the early childhood classroom.

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Tutlewski, Wiktor Jan. "Management development and training in Hong Kong : a case study of a multinational corporation : a grounded theory approach". Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/10230.

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This study generates a tentative theory of how management development trainers (MDTs) manage their own learning and apply that learning in practice in a multinational corporation in Hong Kong. The thesis adopts a symbolic interactionist approach and uses a grounded theory methodology in the investigative process. The main source of data originates from a series of successive in-depth face to face interviews with a key group of 10 MDTs working for the multinational corporation. The data was supplemented by further data taken from trainee evaluation forms and a journal kept by the researcher. The first major outcome of this study is the generation of the theory of Transferring Relevance in management learning and its application. This theory describes how MDTs learn and apply that learning through socio-psychological processes. The core category discovered was labeled as the process of Adapting, and was supported by four other categories termed Analysing, Acquiring, Delivering, and Evaluating. A second major outcome was the development of a typology of MDTs with regards to how they acquire and deliver learning experiences to their target trainees. The typology reflects the MDTs preferred approaches in the analysing, acquiring, adapting, delivering and evaluating processes in the theory of Transferring Relevance. Consequently, the MDTs can be broadly classified into three types of learner-deliverer: Academic-Educators, Conceptualiser-Facilitators, and Practitioner-Guides. As this is the first study of its kind in this organisation, and no similar study has been conducted previously in Hong Kong, this research adds to the extant knowledge in the substantive area of management development in Hong Kong. It provides a new perspective on the way in which MDTs manage their role and has further implications for business organisations, practising MDTs in other organisations, and teaching/training professionals in both business and academic institutions; thereby further developing theory, research, and practice.

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Steele, Robin I. "A hermeneutic phenomenological study of/in transformation : an embodied and creative exploration of therapeutic change through psychophonetics psychotherapy". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/630.

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A review of recent literature on therapeutic change reveals a growing body of research which focuses on what works from the client’s point of view in facilitating positive change. This longitudinal study addresses the need for further research into the meanings of therapeutic change itself, especially as lived from the client’s perspective.

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Burns, Jacqueline. "Critical Skills for Supervisors of Information Technology Project Managers in Government| An Interpretative Phenomenological Analysis Case Study". Thesis, Robert Morris University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108949.

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A company or government is only as good as its most qualified employees. This qualitative interpretative phenomenological study sought to understand what skills are needed to supervise government information technology (IT) project managers through their lived experience. Fifteen participants in the field of government IT were interviewed. They included five senior managers, five supervisors, and five project managers who worked as IT government contractors or employees were interviewed. The participants’ responses revealed that different groups disagreed as to what skill sets were essential in supervising government IT project managers. The findings of the research highlighted that the senior managers and supervisors valued skills from a macro-level perspective, while project managers valued skills from a micro-level perspective. The results of the study indicated that the different groups of IT employees—senior management, project managers, and supervisors—deemed different skill sets as essential. There was a consensus regarding the importance of communication skills as all groups included aspects of communication in the top-five essential skills. However, the rating number allocated to these skills and the definition of the terms differed between the participants and across the groups. The results of the study brings to light the importance of developing appropriate position training for government IT supervisory positions.

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Brooks, Becky A. "It is Still a Hearing World: A Phenomenological Case Study of Deaf College Students' Experiences of Academia". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303932231.

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Bajamal, Huda Fuad. "Saudi third culture kids: A phenomenological case study of Saudis' acculturation in a Northeast Ohio elementary school". University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1490145541205146.

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Prater, Amberle M. "First Responders in Rescue-Based Work: A Phenomenological Case Study of Rural Rope and Rappel Rescue Workers". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521107236072826.

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Woosnam, Kyle Maurice. "Place Attachment as an Interactional Process: A Case Study of Isle au Haut, Maine". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/43599.

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By listening to peoples' constructed stories of special places, the average person begins to understand why and how attachments to places form. This study concerns the attachments residents of Isle au Haut, Maine possess on the remote island, which borders part of Acadia National Park. The purpose of this study is to uncover social components of both place attachment and place identity among island residents as well as explain the process by which those residents form attachments. Twelve interviews were conducted both on Isle au Haut as well as nearby Mount Desert Island. Qualitative data were collected from a purposive sample of island residents and National Park Service employees who are responsible for managing the park on the island. In-depth interviews were the sole means of data collection and provided detailed stories of life on the island and attachments that have formed. This study uses grounded theory techniques in data analysis to ultimately form a theory grounded in the collected data. The findings from this study indicate that social interaction is key to residents forming an attachment to Isle au Haut. Further, three major social constructs emerged from the data analysis. Those constructs are sense of community, shared purpose, and shared history, all of which were found to contribute to place identity and place attachment among the residents. The results also suggest place identity as more salient than place dependence in residents' narratives concerning their attachment to the island.
Master of Science

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Babri, Maira, i Dorp Mishka vom. "The Commercialization Debate : A Contextual Study of Microfinance in India". Thesis, Umeå University, Umeå School of Business, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33202.

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Within the field of microfinance, there has been an ongoing debate about whether microfinance institutions should be commercialized. One side argues that a business that very much can earn profits at the same time as it helps the poor, is not justified to receive charity, but should be run with the risks and benefits of any other profit-seeking business.

The other side argues that the outreach to the ones who most need microfinance, is severely hampered if firms are profit-seeking; arguing that they only target the individuals who allow them to make profits.

This study is a case study based on India, one of the world’s largest nations, and home to millions of people living below the poverty line[1]. Microfinance is widespread in India, and with one of the researchers speaking Hindi, India became our choice of case study. A grounded theory methodology is applied in order for us to learn as much as possible about the context of microfinance in India. Within the context, we look for the mission and the impact of the various institutions. Analysis is done through the constant comparison method; with comparisons within and between different organizations. Each organization is individually analyzed to find recurring themes, always being open to the emergence of new themes. Then, the organizations are compared with others of the same legal form, and finally with all other forms of organizations.

Several different kinds of institutions are identified, working directly or indirectly with providing small loans to low-income individuals. These institutions include banks, local area banks, section 25 companies, NGOs, and cooperative societies. Each one of the institutions has, by law, different areas of restriction and the study finds that the missions of the various organizations can be linked to their legal form; the mission indicating which form they currently operate under or which legal form they are striving to achieve. The major difference between the various legal forms is their methods of accumulating finances, and how they manage their revenue. Although banks actually earn profits, they have not yet been fully commercialized, as they are restricted from attracting mainstream international capital.

The conclusions indicate that in India, microfinance has not reached the point where it has been fully commercialized, but rather the passion for their work and visions of the founders very much guide the work of the various organizations. This can be seen in the missions that guide the organizations and the services provided to fulfill the mission. Commercialization is however, far from a non-issue. If legislation regarding IPOs is changed, the level of commercialization and competitive scene for microfinance in India could change dramatically.

[1] Can be measured in different ways, but used here symbolically, indicating a very low amount; discussed in more detail in the paper.

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Chen, Ku-Yun. "An ESL Learning Center: A Critical Case Study". Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1374848356.

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Floyd, Robyn A. "A Phenomenological Study of the Student Achievement Gap in a Midwestern Suburb". Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1182530693.

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Young, Cheryl. "FROM SECLUSION TO INCLUSION: A COMPARATIVE CASE STUDY OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN MIDDLE SCHOOLS". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3139.

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The transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district in the southeastern United States. Data were collected over a 2 month period using semi-structured student interviews and teacher surveys, as well as student records and other school reports and observations. Data were analyzed to develop a grounded theory that explained the differences between students who had successful experiences (no discipline referrals or failing grades) and students who experienced problems with inclusion. The students attributed their success to: (a) support from their teachers, (b) quiet, well-managed inclusive classrooms, and (c) planned systems for the inclusion process. The teachers attributed student success to: (a) general education teacher willing to take a student with EBD into their class, (b) academic and behavioral support systems, and (c) positive home-school relationships between the teacher and the child's family. The grounded theory developed in this study predicted that students have a greater chance of successful inclusion if they have (a) behavioral supports aimed at managing academic frustration, (b) a plan that encourages and rewards self-determination and (c) supportive teachers or family members. These findings also related important elements of research and provided insight on current practice for the inclusion of students with emotional and behavioral disorders.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Holler, Joseph C. "A phenomenological case study of finding meaning through the developmental nature of a doctoral program in organization change". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700739.

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This phenomenological case study of finding meaning explored the developmental nature of Pepperdine University’s Doctor of Education in Organization Change (EDOC) program through graduates, who as students, found deep, visceral, and life changing meaning. The primary request of participants, identified as co-inquirers, was to: describe in as much detail as possible how meaning was found through their participation in the EDOC program. Detailed storied descriptions from 10 graduates were gathered through interviews. Anecdotes were gathered by email from other graduates concerning the meaning found, relational experiences, and vivid program experiences. In my analysis of data, I explicated the structure (the relationship among the most invariant constituents of the phenomenon) and meaning (implications) from their lived experience. Though particulars differed, the interview data revealed a structure surrounding each of the ten co-inquirers as being (a) self-aware learners who joined the program with assumptions concerning the challenging nature of the learning experience; (b) a socially constructed environment that facilitates the formation of relational sets and community engagement; (c) deep and rich dialogic relationships among participants within the learning community; (d) co-constructed learning through collaboration with faculty and fellow students; (e) abundant free-space in learning enabling the transcendence of boundaries to personal growth; (f) an immensely helping and caring environment; (g) significant opportunities to challenge and broaden worldviews through program experiences; and (h) consistent validation of progress toward personal, educational and life goals. In coming to understand the phenomenon for finding meaning, I used descriptive phenomenology and given my presence as a student in the program being studied, I offered my own observations. I framed propositions from the study’s findings for progressive educators and organization development professions. Meaning found led to life changes such as improved personal and professional effectiveness, a deeper sense of self and self-worth, a clearer view of the world, and an ability to enact what had been taken from the experience; a significant educational outcome in addition to cognitive competencies, field knowledge and application. Those who have experienced the program came away with a deeper sense of purpose and far reaching capabilities to serve.

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Rayford, Debra D. "A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio". Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1334597826.

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Theriot, Alyson A. "A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School". ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2498.

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It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school. The purpose of this phenomenological case study was to examine how middle school teachers and their students describe the use of read-alouds, including the teachers’ reasons for conducting read-alouds and the students’ descriptions of their experiences with them. Individual interviews and observations were conducted with two teachers and six students to gain the essence of their experiences with read-alouds. Results from this study indicated that what students gained from read-alouds matched the reasons their teachers utilized them. The students described their experiences as enjoyable, helpful to independent reading, motivating, engaging, and a learning opportunity which were all reasons their teachers stated for reading aloud. Findings in this study also indicated the fidelity with which read-alouds were implemented by teachers was impacted by district mandates and the pressure of preparing students for state tests. Results indicated students prospered both cognitively and affectively from listening to teachers read aloud. This study can be used to inform middle school teachers and administrators of the value of using read-alouds. Keywords: Read-Alouds, Middle School Teachers, Middle School Students, Middle School Reading

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Phillips, Michele. "Exploring the Role of Corporate Social Responsibility and its Influence on Branding: A Grounded Theory Case Study of Hydro Ottawa". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32396.

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The following research examined the role of corporate social responsibility (CSR) and its influence on branding in the energy sector. This research took place at Hydro Ottawa because it is a power distribution and a power generation company, with a mixed private and public business model operating in a monopolistic context, which is a well-rounded example that can be transferred to other organizations and other sectors. This research followed a case study approach guided by Strauss and Corbin’s (1990, 1998) grounded theory. This study attempted to answer the following research question 1) Who are the main stakeholders at Hydro Ottawa and what type of influence do they have on the development of their CSR and branding strategies? 2) How is CSR enunciated and applied at Hydro Ottawa? 3) How does CSR shape the brand image of Hydro Ottawa? In order to explore the research questions, the data collected for this study consisted of interviews, organizational documents, as well as observation. Due to the time limitation for a master’s thesis, six participants were chosen for interviews, which were later transcribed, coded and analysed by the researcher. The findings indicated that building a CSR strategy based on a healthy organizational culture, stakeholder needs, and the triple bottom line (financial, social, environmental) led to CSR essentially becoming the brand. The brand can then be communicated and shaped from and inside-out (from the employees to the external stakeholders)/outside-in (from external stakeholders to inside the organization) approach. Based on a grounded theory analysis, the researcher created a step-by-step prescriptive model that could be used to advance corporate social responsibility into Hydro Ottawa’s brand as well as offer a critical perspective of the findings.

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Watson, Ian R. "Eastern and Western learning theories in transnational higher education : an interpretive phenomenological analysis case study of a Malaysian college". Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36240/.

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The current and past research into Trans National Higher Education (TNHE) from the experiences of teaching staff is limited and principally from the perspective of the western staff member teaching overseas students. This research bridges the gap that exists in the research literature, as the role and experiences of, and the influences upon Malaysian staff when teaching a western degree is one that is overlooked but has an important influence on the students they teach. The western learning style is very individualistic and student centred, whilst the eastern learning style is very collectivist with strong influences from Confucian Heritage Culture (CHC). The methodology chosen to investigate the views, opinions and feelings of the five volunteers from Hotec College, was Interpretative Phenomenological Analysis (IPA). IPA allows the voice of the Malaysian teacher to be heard, as it is grounded in the participant’s world, it enables interpretation through Phenomenology and Hermeneutics. IPA’s ideographic approach means that one interviewee transcript is analysed at a time to elicit meaning and the development of themes, these themes allow group superordinate and subordinate themes to be generated. The results generated three superordinate themes and nine subordinate themes. Findings indicate that the Malaysian teacher exhibits three selves: eastern, transitional and western. There are also CHC effects on teaching, and strong influences of the CHC concept of Li. Additionally there are influences on the Malaysian teachers that impacts on their self, these included the CHC concept of saving face. Existing studies into TNHE demonstrate a progression of the student from an eastern self to a western self. This investigation realises that Malaysian teachers demonstrate the same acculturation to the western educational style as students, but they must also be able to revert to their eastern self as they teach in both learning styles.

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