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Developing a theoretical framework o...

Bheda, Divya Narendra.

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Developing a theoretical framework of responsiveness in educational institutions and non-profit organizations.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Developing a theoretical framework of responsiveness in educational institutions and non-profit organizations./
Author:	Bheda, Divya Narendra.
Description:	339 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589482
ISBN:	9781303281242

Developing a theoretical framework of responsiveness in educational institutions and non-profit organizations.
Bheda, Divya Narendra.

Developing a theoretical framework of responsiveness in educational institutions and non-profit organizations. - 339 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--University of Oregon, 2013.

A number of education institutions and non-profit organizations seek to be responsive toward the stakeholders they serve. They engage in numerous organizational and evaluative processes to be perceived as responsive. They consider evaluating and improving responsiveness, important to their practice. Unfortunately, such efforts are often impeded because there is a lack of clear understanding regarding what "responsiveness" means. One reason is that the current professional literature on responsiveness provides fragmented, ambiguous, and limited definitions of responsiveness. This theory-building dissertation offers a clear, expansive, and more holistic theoretical understanding of responsiveness. The derived definition and understanding of responsiveness is then used to develop and test a theory-driven process model (r-CriDo model) that serves as a tool to catalyze and monitor responsiveness in educational institutions and non-profit organizations. The r-CriDo model draws from critical feminist and subaltern theories where r stands for reflexive, Cri stands for critical and decolonizing, and the Do stands for action. This dissertation offers an overview of how professional practice could benefit from the tools derived in this study and ends with a discussion of the model's strengths, limitations and future research possibilities.

ISBN: 9781303281242Subjects--Topical Terms:

626645
Education, Administration.

Developing a theoretical framework of responsiveness in educational institutions and non-profit organizations.
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245 1 0 $a Developing a theoretical framework of responsiveness in educational institutions and non-profit organizations.
300 $a 339 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Advisers: Ronald Beghetto; Joanna Goode.
502 $a Thesis (Ph.D.)--University of Oregon, 2013.
520 $a A number of education institutions and non-profit organizations seek to be responsive toward the stakeholders they serve. They engage in numerous organizational and evaluative processes to be perceived as responsive. They consider evaluating and improving responsiveness, important to their practice. Unfortunately, such efforts are often impeded because there is a lack of clear understanding regarding what "responsiveness" means. One reason is that the current professional literature on responsiveness provides fragmented, ambiguous, and limited definitions of responsiveness. This theory-building dissertation offers a clear, expansive, and more holistic theoretical understanding of responsiveness. The derived definition and understanding of responsiveness is then used to develop and test a theory-driven process model (r-CriDo model) that serves as a tool to catalyze and monitor responsiveness in educational institutions and non-profit organizations. The r-CriDo model draws from critical feminist and subaltern theories where r stands for reflexive, Cri stands for critical and decolonizing, and the Do stands for action. This dissertation offers an overview of how professional practice could benefit from the tools derived in this study and ends with a discussion of the model's strengths, limitations and future research possibilities.
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