Theses and Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/10217/100410

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Open Access
Fashion thinking: 3D simulation software, cognition, and critical thinking
(Colorado State University. Libraries, 2025) Saadatian, Katelyn Campbell, author; Kaiser, Leann, advisor; Morris, Kristin, committee member; Jennings, Louise, committee member; Aragon, Antonnette, committee member
This dissertation comprises three articles that collectively explore the cognitive and critical thinking processes involved in fashion design within virtual environments, with a particular focus on 3D simulation software. The first article establishes the theoretical foundation by introducing the THREAD framework, which highlights the integration of critical thinking and design cognition, emphasizing the hybrid nature of digital and physical workflows. THREAD identifies seven key tenets of design cognition and critical thinking: problem-solving, reflexivity, individual agency, tacit knowledge, spatial visualization, haptic memory, and creativity. The second article presents an empirical study investigating how undergraduate fashion design students engage in critical thinking while using 3D simulation software utilizing think aloud protocol methodology. Findings reveal that students exhibit reflexivity, creativity, and independent decision-making but often struggle to balance digital autonomy with deeper design analysis. The flexibility of CLO 3D fosters risk-taking yet sometimes leads to reactive rather than strategic choices. The third article examines the cognitive processes of fashion designers working in virtual environments through semi-structured artifact interviews. Key insights include the role of tacit knowledge in developing design intuition, the enhancement of spatial visualization through real-time adjustments, the engagement of haptic memory despite the absence of physical touch, and the impact of digital tools on creativity and exploration. Notably, gamification within CLO 3D encourages experimentation and risk-taking but necessitates structured reflection to maintain design depth. Synthesizing these findings, the dissertation identifies three overarching insights. First, 3D fashion thinking is inherently hybrid, blending physical and digital processes. Second, designers must develop novel cognitive strategies to adapt to digital materiality. Third, gamification is reshaping creativity within virtual design environments. Through this research, the original THREAD framework has been revised to incorporate new dimensions of virtual fashion thinking. The concept of haptic memory has been expanded to include material perception, recognizing the cognitive strategies designers employ to assess digital representations of materials. Creativity is now understood as inherently linked to playful exploration, emphasizing the role of gamified experimentation in fostering design innovation. Emotional and motivational engagement has been introduced as a crucial factor, highlighting the psychological dimensions that sustain creative momentum in virtual design. Reflexivity has been refined into two distinct levels: reactive reflexivity, which involves immediate, real-time adjustments, and strategic reflexivity, which encompasses deeper, conceptual design analysis. Additionally, perceptual adaptation has been identified as a key cognitive shift required when transitioning from physical to virtual workflows, addressing the need for designers to interpret digital materials without tactile feedback. The research contributes to the evolving discourse on virtual fashion education and practice, offering insights into how designers navigate and innovate within emerging digital spaces.
Open Access
Is it worth it? - a phenomenological analysis of the willingness to take interpersonal risk
(Colorado State University. Libraries, 2025) Novak, A. Boyd, author; Chermack, Thomas, advisor; Lynham, Susan A., committee member; Maynard, Travis, committee member; Thomas, Cliff, committee member
Developing and implementing new technologies are essential parts of our economic system. Organizations aim to improve career information technology (IT) project success and reduce costs. Late-stage career professionals are valuable assets for organizations to leverage in delivering these projects and capabilities to consumers. Yet, how do organizations get the most from these employees? This study explored the lived experiences of late-stage career (IT) professionals as they navigated interpersonal risk in group settings. Grounded in psychological safety, psychological availability, and resources, the research employed Interpretative Phenomenological Analysis (IPA) to provide deeper insights into these experiences than prior quantitative studies. Data were collected through semi-structured interviews with ten participants. The experiences were analyzed to identify Personal Experiential Themes (PETs), consolidated into seven Group Experiential Themes (GETs): identity, reflections, norms, dilemma, control, boundaries, and resources. The findings indicate that participants approached risky situations with a strong sense of self-identity, shaped by their past experiences and the influence of established norms. When faced with dilemmas, participants aimed for control through organized processes but often encountered difficulties concerning personal boundaries, necessitating careful resource management and decisions about risk engagement. Additionally, the study highlighted two critical resources, reputation and net wealth, which impacted participants' willingness to engage in risky situations. Reputation emerged as a vital social asset related to career longevity, while net wealth indicated future economic security and life expectations. The findings introduce a resource framework to identify the most operative resources for the individuals involved in the study, which may aid future research and HRD practitioners in better understanding and prioritizing interventions and their development. This research enhances our understanding of how people navigate interpersonal risks, offering insights that can improve employee and leadership development programs, organizational structures, and workplace culture. It provides practical recommendations to create environments that support psychological safety and ensure resource availability, boosting performance, retention, and organizational success. The study concludes with recommendations for future research and reflections on the research journey.
Open Access
Shh... there's some racism in these policies: a phenomenological study of Black student experiences with on-campus housing policies
(Colorado State University. Libraries, 2025) Crosby, Domonique, author; Basile, Vincent, advisor; Black, Ray, committee member; Oldham, Kyle, committee member; Sturdivant, Alvin, committee member
Black students are called to live on campus and promised a better college experience by doing so. However, when Black students move on campus, they continue to experience hostile environments and microaggressions from those around them. Black students not only experience these microaggressions, but they also experience difficulties when navigating on-campus housing policies and those who enforce them. Black students express concerns about interacting with their peers, staff, faculty, and campus police departments. This study used phenomenological methodology to examine the relationship between anti-Blackness and on campus housing policies. I center Black ways of knowing and being by using BlackCrit to analyze the data and situating the study in an Afro-pessimistic frame. I frame this study through a lens that recognizes the historical positioning of Black people as less than present in the afterlife of slavery. The study dives into the experiences of Black students who live on campus and how to best support them in navigating the negative impacts of on-campus housing policies. The study calls for housing and residence life professionals to interrogate whether their policies and practices create a welcoming environment for Black students to live authentically.
Open Access
The who, what, why, of first generation Latine university student networks
(Colorado State University. Libraries, 2025) Bañuelos, Carolina, author; Birmingham, Daniel, advisor; Muñoz, Susana, committee member; Rivera, Carmen, committee member; Cross, Jeni, committee member
Prior research demonstrates First Generation (FG) students have less access to knowledge about university processes due to a lack of relationships with adults who are familiar with these processes before and during the FG student's time at the university. This study aimed to learn more about the First Generation Latine (FGL) university student experience through an analysis of their individual university support networks. A focus on the Latine student population was intentional because FGL students have lower graduation rates, are more likely to be FG students, and the United States is expected to be one-third Latine by 2050. This study sought to find out who FGL students reported in their network, what support they received from connections in their network, and why they chose to maintain a relationship with the connections in their network. Yosso's (2005) Community Cultural Wealth Model and Rendón's (1994) Validation theory guided this study's understanding of how FGL students use their knowledge and resources to leverage a network for success. Social network analysis methods were used to gather network data and semi-structured interviews supplemented the network data. Findings demonstrate FGL student networks are diverse in size, composition and structure, with a high student and staff presence. Findings also show FGL students seek a variety of support types, including navigational support, personal support, and identity support. As previous literature shows, these findings also highlight the importance of using validating practices for maintaining relationships with FGL students and supporting them on their journey of student success.
Embargo
Design, development, outcomes, and impacts of faculty development for veterinary educators: a complex mixed methods program evaluation
(Colorado State University. Libraries, 2025) Gordon-Ross, Paul, author; Gloeckner, Gene, advisor; Anderson, Sharon, committee member; Kaiser, Leann, committee member; Hendrickson, Dean, committee member
This three-article dissertation presents a comprehensive approach to enhancing veterinary education by advancing the training and development of veterinary educators, thereby providing a foundation for improved veterinary student training and, ultimately, better veterinary patient care. Through a three-pillar framework, this research lays the groundwork for establishing a Continuous Quality Improvement and Innovation (CQII) program for veterinary education. The first pillar identifies the professional development needs of veterinary educators through the development and validation of the Veterinary Educator Needs Assessment (VENA) survey. Using an exploratory sequential mixed methods design, the VENA survey was refined to capture educators' knowledge and skills and their perceived professional development needs. Exploratory factor analysis and evaluation of internal measure reliability affirmed content, response process, and internal structure of the VENA survey. A 14-item, four-factor model for knowledge and skill and an 18-item, six-factor solution for development needs explains 57.47% and 67.41% of the variance. Thus, the VENA is a valid and reliable tool for identifying the professional development needs of veterinary educators. The top two areas of perceived strength in teaching are "control of teaching session" and "establishing a positive learning environment" and "establishing a positive learning environment" and "evaluation" are the top two areas veterinary educators identified as valuable for developing and enhancing their teaching. The second pillar addresses the assessment of clinical teaching. This was accomplished through the development of a veterinary-specific evaluation instrument, the SFDP-Vet22, adapted from the Stanford Faculty Development Program 26 (SFDP-26). This instrument allows veterinary students to evaluate clinical educators in workplace-based settings. Validation processes, including exploratory factor analysis, affirmed content, response process, and internal structure, support its use in identifying strengths and faculty developmental needs to improve the teaching of clinical educators. A 22-item, six-factor solution explains 75% of the variance, indicating a robust model. Findings highlight stability in factors such as communication of goals and control of session. The third pillar focuses on establishing a structured, multi-institutional faculty development program designed to provide targeted training to improve knowledge and skills in identified areas of need and, thus, empower veterinary educators to enhance their teaching practices. The Consortium of West Region Colleges of Veterinary Medicine's Regional Teaching Academy (RTA) launched the Faculty Development Initiative (FDI), piloting the Veterinary Educator Teaching and Scholarship (VETS) program. A case study evaluation of the pilot VETS program demonstrated positive impacts on educator attitudes, knowledge, and teaching practices. Key factors contributing to program success included institutional support, the establishment of a community of practice among faculty, and tailored program development aligned with participant needs. Together, these studies create a foundation for sustained improvement and innovation in veterinary education through a continuous cycle of identifying faculty development needs, developing and delivering targeted faculty development, and longitudinal monitoring of teaching practices and performance. This continuous faculty development and quality enhancement model provides a robust foundational CQII program for improvement and evolutionary change to meet the evolving demands of veterinary practice and education.
Embargo
A mixed methods analysis of the impact of a positive psychology-based college readiness course on first-year college students in Vietnam
(Colorado State University. Libraries, 2025) Phan, Khuc, author; Jennings, Louise, advisor; Gloeckner, Gene, advisor; Aragón, Antonette, committee member; Williams, Elizabeth, committee member
This multiple-article dissertation presents a mixed-method study investigating the impact of a positive psychology-based College Readiness course on academic success among first-year college students in Vietnam. The course was developed in response to low retention rates and challenges faced by Vietnamese college students, aiming to reinforce factors associated with academic success, including psychological well-being, self-efficacy, and skills for effective learning. This study examined the effectiveness of this course in enhancing these outcomes. Through a systematic review of 32 ProQuest-indexed studies, Article One identified five key factors associated with college students' academic success: motivation and engagement, personality traits, self-efficacy, psychological well-being, and skills for effective learning. The review also examined the effectiveness of first-year support courses in addressing these factors. The findings of this chapter guided the development of the College Readiness course. Article Two presented a validation study for the PERMA-Profiler questionnaire, one of the instruments used to examine the effectiveness of the College Readiness course to ensure its appropriateness for assessing the psychological well-being of college students in Vietnam. Articles Three and Four reported on a convergent mixed methods study with a quasi-experimental approach, investigating the impact of the College Readiness course on Vietnamese college students' psychological well-being, self-efficacy, and self-confidence in key skills for learning. The study included 58 participants, with 36 in the experimental group and 22 in the control group. Quantitative data were collected using self-reported measures at three time points, while qualitative data were gathered through open-ended survey items and focus group interviews. The findings demonstrated that the course had a positive impact on self-efficacy and overall psychological well-being, with effects sustained six weeks post-completion. Additionally, most individual factors related to psychological well-being and self-confidence in learning skills showed significant improvements that persisted through the six-week follow-up. The qualitative data provided richer insights into the specific areas of impact and influential course elements. Article Five examined the relationships between the experimental students' IELTS scores at admission and these academic success factors prior to the College Readiness course, immediately after, and six weeks after the course ended. Collectively, these five articles contributed to the understanding of how a positive psychology-based College Readiness course can benefit Vietnamese college students by enhancing factors associated with their academic success. The results provide practical implications that can inform the design of first-year support programs, helping educators make well-informed decisions regarding the integration of positive psychology strategies to enhance students' academic success and support their transition to college in both the Vietnamese context and globally.
Open Access
Participant outcomes of restorative justice conferencing within a higher education student disciplinary context
(Colorado State University. Libraries, 2025) Wichmann, Brooke Elizabeth, author; Cavanagh, Tom, advisor; Chesson, Craig, committee member; Vigil, Patricia, committee member; Donovan, Jody, committee member
The focus of this dissertation was to understand the experiences of participants who engaged in restorative justice conferencing as part of a university's student conduct process. Student misconduct has long been a challenge within higher education, and some see restorative justice as an effective means of addressing student violations of university rules and norms. While restorative justice has been associated with positive outcomes for participants in criminal justice and K-12 educational settings, little research has been done on restorative justice within higher education. With more colleges and universities interested in incorporating restorative justice into their student conduct process, it is important to understand the experiences of participants who engage in restorative justice processes in these settings. As part of this dissertation, a non-experimental quantitative study was conducted with victims, student offenders, and community members who participated in a restorative justice conference as part of Colorado State University's student conduct process. Participants were administered pre and post-conference surveys with quantitative questions designed to obtain information about their attitudes, perspectives, experiences, and motivations. Quantitative descriptive analysis was used to investigate the frequency and variation of their scores and connections were explored between participant responses and the restorative justice theoretical paradigm, empirical findings of restorative justice research, and contemporary student conduct standards. The findings of this study suggest that it is possible for campus restorative justice programs to foster positive experiences for participants, follow contemporary student conduct standards, and be aligned with restorative justice theory. The dissertation concludes with recommendations for future research that are presented along with implications for practice to help colleges and universities operate effective restorative justice programs.
Embargo
On trans becoming: an interpretive phenomenological analysis of trans higher education staff
(Colorado State University. Libraries, 2025) Vigil, Rye B., author; Muñoz, Susana, advisor; Lange, Alex, committee member; Rivera, Carmen, committee member; Hentschell, Rose, committee member
The study explores the fluid and nonlinear process of trans becoming among transgender staff in higher education, challenging traditional narratives of linear gender transition. Using interpretive phenomenological analysis (IPA) and Queer Phenomenology, the study centers on the experiences of trans employees who begin a gender transition while working at the same institution they previously identified as a different gender, navigating environments shaped by cisnormativity and heterosexism. Key themes include the emotional and physical labor of workplace transitions, trans taxation, institutional negligence, and moments of trans joy. Participants describe the tension between visibility and (in)visibility and renegotiating gendered interactions with colleagues. The findings highlight the significant challenges trans employees face due to a lack of institutional support and a disconnect between purported values of growth and support for employees to embody such growth in personal identity. Filling a gap in the literature on transgender employees in higher education, the study offers insights into systemic barriers and institutional shortcomings. Recommendations include policy reform, improved workplace practices, and sustained support systems, especially in the context of rising anti-trans legislation and hostility in the U.S.
Embargo
Bridging family funds of knowledge and school mathematics learning using Photovoice
(Colorado State University. Libraries, 2025) Bigler, Michelle L., author; Sebald, Ann, advisor; Zarestky, Jill, advisor; Birmingham, Daniel, committee member; Soto, Hortensia, committee member
Students frequently experience a disconnect between home and school mathematical learning. Therefore, this dissertation used appreciative Photovoice family engagement to bridge the formal and informal mathematics learning divide by documenting and valuing everyday activities that support mathematical learning. Seven Northern Colorado family members and educators engaged as co-researchers to photograph and analyze their funds of knowledge for mathematical connections using an adapted Learning to Notice framework. For each photo, the co-researchers used their knowledge and skills in addition to the Standards of Mathematical Practice from the Common Core State Standards to identify connections to school mathematics instruction. The data for this six-week qualitative study was collected through observations and audio recordings of three 2-hour discussion group sessions, pre- and post-study questionnaires, photos, and image interpretations. Open coding and thematic analysis revealed that in addition to documenting a wide variety of family funds of knowledge, the co-researchers recognized and honored diverse perspectives of mathematical contexts, relevance, and connections leading to an expanded awareness of mathematical depth and richness within funds of knowledge. A co- produced interactive dissemination website contains photos, mathematical connections, and image interpretations that can be used in professional development or the broader community to extend awareness of the mathematical learning opportunities within daily tasks. This study reframed traditional family-teacher power dynamics by recognizing both family members and educators as intellectual resources for mathematical learning as they collaborated in an equitable connecting space. The findings indicate that asset-based family engagement has the potential to facilitate learning-focused school-family partnerships that can foster trust building and humanize mathematics.
Open Access
A career workshop's effect on vocational identity, career indecision and self efficacy of 10th graders
(Colorado State University. Libraries, 1996) Caligiuri, Judith A., author; Daly, Joseph, advisor; Kees, Natalie, committee member; Feller, Richard, committee member; Turner, Joseph G., committee member
The purpose of this study was to determine a career workshop's effect on the vocational identity, career indecision, and career self efficacy of 10th grade high school students: Twelve research questions were tested to determine the workshop's effect on the three dependent variables: vocational identity, career indecision, and career self efficacy. The primary independent variable was the activities in the workshop. The study also examined whether gender, ethnicity, or academic ability interacted with the treatment workshop on students' vocational identity, career indecision, and career self efficacy. Three standardized instruments were used to measure the variables. The My Vocational Situation, vocational identity scale (Holland, Daiger, & Power, 1980) was used to measure vocational identity. The Career Decision Scale, career indecision scale (Osipow, Carney, Winter, Yanico, & Koschier, 1976) was to used to measure career indecision. The Occupational Self Efficacy Scale, confidence rating scale, (Betz & Hackett, 1981) was used to measure career self efficacy. The 171 subjects in this study were from two rural high schools in Colorado. Eighty seven subjects formed the treatment group sample. Eighty four students formed the control group sample. Major findings in the study indicated the treatment group increased significantly in vocational identity on the MVS post test. Career indecision was significantly lower for the treatment group, as measured by the CDS post test. Career self efficacy did not show a significant degree of change. Boys and girls in the treatment group changed significantly on post test adjusted scores in vocational identity and career indecision. Hispanics in the treatment group did not show a significant degree of change from the Hispanics in the control group on any of the dependent variables. Students of high, middle, and low academic ability did show a significant increase in vocational identity, and a decrease in career indecision. Some limitations exist. Career workshops using other assessments, other blocks of time, or alternate activities with subjects in a different demographic area may find different results. Therefore, generalizability is limited. However, indications supported the use of a career workshop intervention with high school 10th graders to increase vocational identity, and decrease career indecision. More research on the construct of self efficacy is encouraged.
Open Access
Eia ka lei: a Kānaka College Choice Framework for our survivance and ea
(Colorado State University. Libraries, 2024) Chun, Nikki Lynne Mee Kāhealani, author; Poon, OiYan, advisor; Ginsberg, Ricki, committee member; Kahumoku, Walter, III, committee member; Rivera, Carmen, committee member
This research study makes a significant contribution to understanding the experiences of Native Hawaiian students in higher education and their college choice process. Research and literature focused on or inclusive of Native Hawaiians in higher education is scarce and limited (Reyes, 2018), so there is very little known about how Native Hawaiian students navigate to and through higher education. The central research question focused on developing a college choice framework specifically tailored to Native Hawaiians: What might a college choice framework look like when developed by and for Native Hawaiians? Employing KanakaCrit (Reyes, 2018) as a theoretical framework, lei making as the research design framework (Alencastre, 2017; Vaughan, 2019), and talk story methodology (Kovach, 2010; Sing et al., 1999), the study successfully elicited stories on the college choice experiences of Native Hawaiian students. The findings led to the creation of a culturally responsive Kānaka College Choice Framework, which aims to uplift the needs and values of Native Hawaiians in college choice research and contribute to the continued survivance of the lāhui (Hawaiian nation). The framework is interdisciplinary, iterative, and integrative. Like a lei, it wraps aloha (care, love) and 'ohana (family) around the student as they navigate the college choice process.
Open Access
"The past colliding with the present": a grounded theory of foster care identity development
(Colorado State University. Libraries, 2024) Hoffman-Cooper, Angela E., author; Muñoz, Susana, advisor; Barone, Ryan, committee member; Jennings, Louise, committee member; Opsal, Tara, committee member
Through their contributions to thought pieces, advocacy activities, and presentations, several individuals with experience in foster care have affirmed the presence of a foster care identity that persists into adulthood with continued significance after exiting foster care and after graduating college. Likewise, several studies have contributed findings related to a foster care identity in the context of foster care or college, while others have alluded to the continued presence of a foster care identity after college graduation. Yet, there is a paucity of research that has considered how college graduates with experience in foster care (CGEFC) make meaning of developing a foster care identity over time. The purpose of this constructivist grounded theory study was to understand the meaning making process of developing a foster care identity for college graduates who were formerly in foster care and to identify the critical influences on the meaning making process. Data were collected through a series of three semi-structured interviews with nine participants who all experienced foster care on or after their 13th birthday, had graduated with a bachelor's degree, and identified as having a foster care identity. The extant literature and a conceptual framework guided the initial directions of the study and provided the sensitizing concepts that I drew on and departed from as I co-construct the interviews with the participants, analyzed the data, and engaged in theoretical sampling. The result of this study was an emerging theoretical perspective on the meaning making process of developing a foster care identity grounded in the experiences of the participants. The emerging theory includes five components that can be understood as sub-processes of the meaning making process of developing a foster care identity including: (a) experiencing disrupted developmental environments, (b) seeking a sense of self, (c) becoming aware of a foster care identity, (d) doing the healing work, and (e) finding meaning in experiences. Each component is explained by three dimensions that describe and characterize how the component comprises part of the meaning making process of developing a foster care identity. The components and dimensions are critically influenced by three contextual factors: (a) micro-macro level perceptions of others, (b) variations in family privilege, and (c) time. The emerging theory is intended to be dynamic in that it is not a stage-based ordinal model of identity development, rather it represents how participants uniquely made meaning of developing a foster care identity with increasing complexity over time. The emerging theory is nuanced as participants' meaning making process of developing a foster care identity differed as some individuals experienced some but not all the components or dimensions of the theory, participants experienced the components or dimensions in various orders, many participants experienced some of the components and dimensions repeatedly, and frequently the experiences in one component and dimension had impact on the other components and dimensions. The findings of this study inform recommendations for how the child welfare system and higher education institutions can support youth and students with experience in foster care through the process of developing a positive sense of self, and more specifically support their development of a foster care identity in a positive and affirming manner. Further, this study affirms a foster care identity is a construct worthy of exploring in future studies with further consideration of a foster care identity at the intersection of other personal and social identities and with attention to additional contexts.
Open Access
Tolerated organizational forgetting in the U.S. Air Force: a case study analysis of knowledge loss among government civilian employees
(Colorado State University. Libraries, 2024) Lee, Daniel G., author; Chermack, Thomas, advisor; Chai, DaeSeok, committee member; Conroy, Samantha, committee member; Thomas, Cliff, committee member
Organizations do not learn well. As a result, they lose valuable knowledge. When knowledge is lost in organizations, workers are forced to spend as much as 25% of their workday looking for information to do their jobs, contributing to workplace frustration, anxiety, and personnel retention challenges (Businesswire, 2022). Numerous studies on knowledge management, organizational memory, and organizational forgetting have expanded organizations' view of knowledge as a valuable organizational resource. The problem of interest in this dissertation is that while prescriptive measures to retain organizational knowledge exist, organizations continue to lose valuable knowledge. Such knowledge loss in the government contributes to performance inefficiencies, unnecessary costs to U.S. taxpayers, and the potential inability of military forces to meet national security requirements. The purpose of this qualitative case study was to explore the contextual issues that influence how and why forgetting is tolerated within strategic-level organizations of the Air Force as experienced by the civilian workforce. The research questions that guided this study are as follows: Why do Air Force organizations tolerate forgetting despite policy directives and available prescriptive remedies? How do Air Force organizations prioritize knowledge loss in their learning and knowledge management activities? and How are organizational processes, systems, and culture managed to address knowledge loss? The study expands the existing models of organizational forgetting that focus on intentional and unintentional knowledge loss to include forgetting that is neither of these but is tolerated by organizations. Semi-structured interviews were conducted with 26 mid- to senior-level Air Force civilian employees representing eight strategic-level organizations. Four themes were identified as contributing to tolerated organizational forgetting. First, motivation and values within the organization often relegate knowledge management efforts to other tasks. Second, a culture of acceptance and lack of accountability habituate organizations to knowledge loss. Third, organizational focus on near-term objectives creates strategic blindness. Lastly, undocumented business processes contribute to a loss of governance and ad hoc practices. These findings provide practical considerations to address tolerated forgetting in organizations and provide new avenues for refining organizational forgetting theory.
Open Access
Examining the lived experiences of higher education administrators of color with STEM related doctoral degrees
(Colorado State University. Libraries, 2024) Thomas, Bryan A., Jr., author; Basile, Vincent, advisor; Anderson, Sharon, committee member; Childers, Michael, committee member; Dockendorff, Kari, committee member
The imperative to increase the representation of historically minoritized groups (HMG) in science, technology, engineering, and mathematics (STEM) careers by addressing systemic barriers in the United States remains a formidable challenge with profound implications. By 2036, the majority of high school graduates in the United States will be people of color (Ellsworth et al., 2022), necessitating that research-intensive institutions, particularly historically white institutions (HWI), implement robust systems and structures to mitigate systemic challenges faced by students of color. Failure to address systemic barriers discourages people of color from pursuing careers in STEM and academia, perpetuating systemic inequality and depriving higher education institutions of opportunities to foster equitable and just environments. This study investigates the lived experiences of individuals of color who earned STEM degrees and pursued careers as higher education practitioners or administrative staff. These practitioners are crucial in supporting both students of color and white students. However, the hiring and retention of staff have become increasingly challenging during and after the Covid-19 pandemic (Bichsel et al., 2022; Fuesting, 2023; Zahneis, 2022, 2023). This study applies Critical Race Theory and Socialization as a conceptual model to offer a unique perspective on people of color who have earned doctorates and chose to work as practitioners in higher education, a topic that is relatively underexplored. Through narrative inquiry as a methodological approach and analyzing the data through a CRT lens, four themes emerge with a central theme of the commitment to opportunity informed by the participants lived experiences. The four themes are (1) Alone Together; (2) Stewardship: Service Beyond Obligation; (3) A New Equilibrium: Environmental Validation and Déjà Vu; and (4) External Influences: Covid-19 Pandemic, Racial Injustice, and Apolitical Environment. The narrative themes showcase how the staff who chose to work as higher education administration staff were determined to create an environment that cultivates talent and increases a sense of belonging for students, faculty, and staff.
Open Access
Hearts and minds in the operating room: co-constructing a shared mental model with surgery teams for more predictable and more highly reliable collaborative voice and response
(Colorado State University. Libraries, 2024) Grieser, Skip, author; Gloeckner, Gene, advisor; Lynham, Susan, committee member; Gibbons, Alyssa, committee member; Martelli, Peter, committee member
Overview: This qualitative case study explored nontechnical human factors—values, beliefs, attitudes, and behaviors—that make it easier or more difficult for surgeons, as team leaders, to encourage team members to voice safety concerns, clinical opinions, and learning questions; for team members to actually speak up; and for surgeons to respond collaboratively. Research site and participants: The research site was a major academic hospital in the western United States. Five surgeons and five anesthesiologists volunteered to participate. Perioperative nurses and surgical technologists were recruited but did not participate. Purpose, methodology, and methods: The purpose of the study was to co-construct, with participants, a shared mental model for collaborative voice and response. The study followed the constructivist inquiry paradigm and methodology, which posits that individuals and groups construct, co-construct, and can reconstruct their social realities. Using adaptive work theory and methods, semi-structured interviews were used to gather data on what values, beliefs, attitudes, and behaviors participants perceived to be essential versus expendable for more collaborative, predictable, and highly reliable voice and response. Thematic content analysis identified six themes, from which a proposed shared mental model was constructed by the researcher. Member checking with participants confirmed that the themes were accurate and comprehensive; that the proposed shared mental model comprehensively reflected the themes; and that, used in practice, the shared mental model could help collaborative voice and response be more predictable and more highly reliable. Results: Themes were let's be best-in-class; respect and be kind to all; value patient safety and well-being of all team members; explicitly encourage and appreciate voice; do speak up; and am I really that approachable? The proposed shared mental model constructed from the themes was represented by the mnemonic REVAT, the first letters of each component: Respect and be kind to all, Encourage voice, Voice (do speak up), Appreciate voice, and Thrive (all of us). The study also identified two subthemes, hierarchical abuses of power and production pressures or time pressures that hinder collaborative voice and response; and should also be understood and well-managed, so that patient safety and clinician well-being are less at risk. Conclusion: Well-being is essential for clinicians' own sakes, for patient safety, and for clinical performance and outcomes. REVAT, the proposed shared mental model for collaborative voice and response, is simply stated as "respect, encourage, voice, appreciate, and thrive." As such, it is a "simple rule" much like "first do no harm," that could help caregivers better succeed in their goals and thrive.
Open Access
Does gender matter? A hermeneutic phenomenological study of the shared experience of women physicians in academic pediatrics
(Colorado State University. Libraries, 2024) Wukitsch, Michael V., author; Lynham, Susan A., advisor; Bubar, Roe W., committee member; Chermack, Thomas, committee member; Doe, Sue, committee member
Academic medicine, historically dominated by men, has perpetuated a hierarchical culture that marginalizes women (Boulis & Jacobs, 2008; Morantz-Sanchez, 1985; More et al., 2009; Pololi, 2010). Despite this, the presence of women physicians in academic settings has surged, challenging traditional norms. In pediatric academic medicine, women physicians encounter the need to navigate through this entrenched male-dominated culture. Understanding their experiences is crucial for hospital administrators and medical school leaders. This study investigates the experiences of women physicians in academic pediatrics at a nationally ranked institution. This research sheds light on how women physicians navigate the challenges of a traditionally male-dominated work environment and how their professional lives intersect with personal aspects. This exploration of the layered complexities women physicians face in academic pediatrics provides insight into their lived experiences. Employing hermeneutic phenomenology, this study delves into the lived experiences of women physicians, providing a platform to amplify their voices. Anchored in constructivism, the study's paradigmatic position is elucidated through five governing axioms: defining reality, the knower's relationship with the known, transferability, association linkages, and the role of values in inquiry (Lincoln & Guba, 2013, pp. 37-38). Eight essential themes, distilled from participant interviews, capture the essence of their experiences. These themes, categorized into personal and institutional perspectives, are viewed through the lenses of agency and structure, mirroring the yin-yang duality. This approach acknowledges both harmony and potential overlap among themes, presenting the phenomenon as a synthesized whole. Implications for theory, research, and practice are discussed. Further research avenues are proposed, along with insights for refining existing theory. Additionally, considerations for various stakeholders' practices are examined, encompassing recommendations for action. The study concludes with an epilogue, reconsidering the findings based on recent social events.
Open Access
Developing and testing of a theory of the business model concept
(Colorado State University. Libraries, 2024) Dwyer, David, author; Gloeckner, Gene, advisor; Birmingham, Daniel, committee member; Hanson, Lea, committee member; Lynham, Susan, committee member; Mumford, Troy, committee member
Business models are a popular term for describing how businesses create, deliver, and monetize the value of their products and services. However, research on the underlying business model concept appears to be primarily based on conceptual frameworks and design tools, rather than a published theoretical framework. The purpose of this study was to address the inadequacy of theoretical research on the business model concept by developing and testing of theoretical framework that makes explicit a theory of the business model concept. The study used Dubin's eight-step theory-building methodology, a theory-then-research strategy, and a quantitative hypothetico-deductive approach to applied theory building. The findings included a theoretical framework for the business model concept, a scientific model with empirical indicators of the units of the theory, and quantitative testing of the independence of indicators of the units. This research study contributes to the existing body of knowledge on business models and the scientific investigation of the business model concept.
Embargo
I love the work, but the work doesn't love me: a constructivist study on the stories and lived experiences of transgender staff of color who report discrimination in higher education
(Colorado State University. Libraries, 2024) Sérráno, Bri Carmen, author; Dockendorff, Kari, advisor; Muñoz, Susana, committee member; Rivera, Carmen, committee member; Demirjyn, Maricela, committee member
Transgender people in the United States are experiencing an unprecedented amount of anti-trans laws and rhetoric (Yurcaba, 2024). Simultaneously, there is limited research on the experiences of transgender staff of color in higher education and their experiences of reporting discrimination (Pitcher, 2017; Siegel, 2019). Therefore, a study focusing on the lived experiences of trans staff of color who report discrimination is timely and necessary to inform how colonial institutions confront discrimination reporting and processes. The centering of marginalized people is essential to understanding the experiences trans staff of color have with the processes and practices of institutions receiving discrimination reports, which not only reflect their experiences but also the experiences of other transgender people in higher education. The study uses a constructivist qualitative (Merriam, 2014) research methodology and implements the decoloniality for a trans* of color critique (Salas-SantaCruz, 2021) framework to analyze findings. The findings reveal five themes of the lived experiences of transgender staff of color and coloniality: white cissexist capitalism and normative violence, white cissexist imperialism in higher education, psychological demotion and policing of transgender bodies, inconsistency and dismissiveness of reports of discrimination, and institutional negligence and reconciling emotions after reporting discrimination. Continued research on the experiences of transgender staff of color in higher education is needed, as critiques and understandings of non-discrimination policies and practices and addressing the incompetence of administrative leaders and supervisors in higher education, inadequately meeting the needs of transgender staff of color to meet their basic position duties. Higher education institutions, administrators, and policymakers need to take immediate action to humanize, empathize, and identify the next steps in ensuring transgender staff of color are not violently dehumanized in the workplace.
Open Access
Organizational adaptability in higher education: an exploration of how senior leaders of online learning units influence adaptability to a changing environment
(Colorado State University. Libraries, 2024) Kilworth, Silvie, author; Anderson, Sharon K., advisor; Kuk, Linda, committee member; Lange, Alex C., committee member; Tungate, Susan, committee member
Due to advancements in information and communication technology and the increasing student demand for online education, online learning units and their leaders are becoming central to the future of the larger institutions in which they reside. The current study was motivated by the imperative to understand how senior leaders influence the ability of their online learning units situated within residential public universities to adapt to the changing environment. This qualitative interpretive study provides empirical evidence for, and expands the understanding of, the ways senior leaders of online learning units influence organizational adaptability. It identifies a combination of interacting leadership practices senior leaders employ for creating conditions for adaptability, which include shaping networks, regulating tension, and navigating organizational context. The study also provides insights into the application of the Complexity Leadership Framework of Leadership for Organizational Adaptability (Uhl-Bien & Arena, 2018) in the specific context of online units situated within residential public universities. The findings suggest modifications to the original framework to include navigating context as a fundamental element for creating conditions for organizational adaptability. Additionally, the study highlights a need for further applied research. The study also provides current insights into practical implications of the findings, underscoring the importance of strategic leadership in enabling organizational adaptability.
Open Access
The role of managerial motivating language in turnover intention of public sector employees
(Colorado State University. Libraries, 2024) Brito, Marina M., author; Chermack, Thomas J., advisor; Chai, Dae Seok, committee member; Thomas, Cliff, committee member; Conroy, Samantha A., committee member
This study examined the relationships between three types of managerial motivating language, including a) direction-giving language, b) meaning-making language, and c) empathetic language, and employee turnover intention in the public sector environment. The mediating effect of public service motivation was also examined. Motivating language theory guided this study, variable selection, and hypothesis development. An online questionnaire was distributed to public sector employees of four local government organizations in Utah, US. Descriptive statistics, reliability, correlation, common method variance, confirmatory factor analysis, structural equation modeling, and bootstrapping were used in this study. The results of the analysis confirmed that the hypothesized conceptual model was supported by data. The path analysis showed that motivating language was significantly and negatively associated with public employee turnover intention. Public service motivation did not have a mediating effect on this relationship. The findings supported the application of motivating language theory to the public sector environment with some nuances. The significance of the study includes a deeper understanding of motivating language theory, managerial motivating communication in public sector organizations, and practical applicability of results to leadership development training programs that may influence organizational outcomes including employee turnover intention.