subject:(community engagement)

University of Guelph

1. Corey, Kathleen. Making Space: An Exploration of Parklets in North America and Vancouver.

Degree: Master of Landscape Architecture, School of Environmental Design and Rural Development, 2014, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8081

► In the last few decades many municipalities have temporarily closed streets to vehicular traffic to open them to people and foster community. More recently, New… (more)

Subjects/Keywords: Design; Community engagement

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APA (6^th Edition):

Corey, K. (2014). Making Space: An Exploration of Parklets in North America and Vancouver. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8081

Chicago Manual of Style (16^th Edition):

Corey, Kathleen. “Making Space: An Exploration of Parklets in North America and Vancouver.” 2014. Masters Thesis, University of Guelph. Accessed January 18, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8081.

MLA Handbook (7^th Edition):

Corey, Kathleen. “Making Space: An Exploration of Parklets in North America and Vancouver.” 2014. Web. 18 Jan 2021.

Vancouver:

Corey K. Making Space: An Exploration of Parklets in North America and Vancouver. [Internet] [Masters thesis]. University of Guelph; 2014. [cited 2021 Jan 18]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8081.

Council of Science Editors:

Corey K. Making Space: An Exploration of Parklets in North America and Vancouver. [Masters Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8081

2. Rivera, Rafael. The Perceived Community Engagement Survey: Further Exploration Of Its Reliability And Validity.

Degree: PhD, Community Psychology, 2017, National-Louis University

URL: https://digitalcommons.nl.edu/diss/258

► Community-Based Organizations (CBOs) have become the source of delivery for a number of social and health-related services in many communities. CBOs provide needed services… (more)

▼ Community-Based Organizations (CBOs) have become the source of delivery for a number of social and health-related services in many communities. CBOs provide needed services in some of the most resource-poor communities. The moniker of community-based implies that these organizations are located within specific communities in order to provide services to community members. As organizations that have bloomed within communities to respond to particular community needs continue to grow and receive government funding, a primary funding source for many CBOs, questions arise about how responsive they remain to their surrounding communities. Funder mandates and foci may become more critical to CBOs than community responsivity as they become dependent on government funds to sustain services. Also, many CBOs become proxy unelected representatives with policy-makers and external stakeholders for their communities. Due to the sparse literature on best practices for geographic community engagement by service delivery Community-Based Organizations, this study builds on a pilot that explored the reliability and validity of a perception of community engagement tool. The Perceived Community Engagement Survey (PCES) was developed to explore to what extent a CBO is perceived as genuinely engaging the broader community. A Principle Axis Factoring Analysis was run on an expanded sample for possible replication of pilot reliability and validity results. The PCES has been found to be a reliable and valid tool across an expanded sample and adds to the literature on community engagement by CBOs. A three-stage model has presented itself from six initially hypothesized areas that is both contiguous, from initial to full engagement, and qualitatively different, from “listening” activities to power-sharing. The PCES holds promise for further exploration and adaptation for use with community members and change in approach, from perception to objective measures. Advisors/Committee Members: Bradley Olson, Tiffeny Jimenez, Judah Viola.

Subjects/Keywords: Community engagement; Community Based Organization; CBPR based; Perceived Community Engagement Survey; Community; Community Psychology

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APA (6^th Edition):

Rivera, R. (2017). The Perceived Community Engagement Survey: Further Exploration Of Its Reliability And Validity. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/258

Chicago Manual of Style (16^th Edition):

Rivera, Rafael. “The Perceived Community Engagement Survey: Further Exploration Of Its Reliability And Validity.” 2017. Doctoral Dissertation, National-Louis University. Accessed January 18, 2021. https://digitalcommons.nl.edu/diss/258.

MLA Handbook (7^th Edition):

Rivera, Rafael. “The Perceived Community Engagement Survey: Further Exploration Of Its Reliability And Validity.” 2017. Web. 18 Jan 2021.

Vancouver:

Rivera R. The Perceived Community Engagement Survey: Further Exploration Of Its Reliability And Validity. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2021 Jan 18]. Available from: https://digitalcommons.nl.edu/diss/258.

Council of Science Editors:

Rivera R. The Perceived Community Engagement Survey: Further Exploration Of Its Reliability And Validity. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/258

Southern Cross University

3. Strom, Jan d'Ambrosio. Enabling engagement: a study of university-community engagement at a non-metropolitan Australian university.

Degree: 2011, Southern Cross University

URL: https://epubs.scu.edu.au/theses/194

► This thesis is an in-depth study of University-Community Engagement (UCE) that was undertaken at a non-metropolitan university located in regional Australia. The study was embarked… (more)

▼ This thesis is an in-depth study of University-Community Engagement (UCE) that was undertaken at a non-metropolitan university located in regional Australia. The study was embarked upon at the request of Professor Peter Baverstock, then Pro-Vice Chancellor (Research) at Southern Cross University (SCU), in northern New South Wales, Australia. This UCE investigation at SCU took place between January 2006 and July 2009. The importance of effective UCE to support the common good through the facilitation of social, human, and economic capital growth is the foundation for this research. The following three research questions form the basis of the enquiry: 1. How do internal and external stakeholders associated with Southern Cross University understand and/or perceive University- Community Engagement? 2. How is engagement being addressed at Southern Cross University? 3. How can a culture-of-engagement be embedded at Southern Cross University? As the review of engagement related literature revealed a strong praxis orientation, other theoretical perspectives were also reviewed to provide a stronger theoretical base to underpin the study, and to provide greater depth when addressing the research questions. A range of theories, including Systems Thinking and Chaos/Complexity Theory were explored. Chaos/Complexity Theory was selected because it provided a systematic way of looking at a complex, dynamic, non-linear and messy UCE reality that encompasses human interaction, multiple disciplines and multiple communities. The study is based on three areas of Action Research (AR) activity and multiple other data sources informed the study: extensive literature reviews, 38 semistructured interviews with internal and external co-participants, internal and external documents, and a reflective journal. The iterative AR cycles of plan –act – observe – reflect – provided many opportunities to build knowledge and understanding for myself, and my co-participants during the study. Multiple methods of analysis were employed in order to grow UCE knowledge and understanding, they were: Summary Documents, the Williams Data Analysis Tool and Chaordic Systems Thinking (CST). A chaordic approach is a delicate and complex balance between chaos and order that had its genesis in Chaos/Complexity Theory. This approach combines the dynamic creativity of chaos and the predictability of order and it suits the multi-faceted UCE environment. While proponents of CST recognise that conventional management approaches can deal with more simple problems, they argue that these approaches tend to be static and inflexible. In contrast, a CST perspective acknowledges complexity and is based upon natural systems that flow and change, and adapt and evolve, quite naturally. CST encourages inclusive both/and thinking rather than either/or approaches. It is open, dynamic, evolving, and participatory and these features have simpatico with UCE. The findings of this study have revealed a means of embedding a culture of engagement at SCU. The engagement-enabling method…

Subjects/Keywords: Engagement; community; university; partnership; collaboration; engaged teaching; engaged research; community engagement; Civic and Community Engagement

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APA (6^th Edition):

Strom, J. d. (2011). Enabling engagement: a study of university-community engagement at a non-metropolitan Australian university. (Thesis). Southern Cross University. Retrieved from https://epubs.scu.edu.au/theses/194

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Strom, Jan d'Ambrosio. “Enabling engagement: a study of university-community engagement at a non-metropolitan Australian university.” 2011. Thesis, Southern Cross University. Accessed January 18, 2021. https://epubs.scu.edu.au/theses/194.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Strom, Jan d'Ambrosio. “Enabling engagement: a study of university-community engagement at a non-metropolitan Australian university.” 2011. Web. 18 Jan 2021.

Vancouver:

Strom Jd. Enabling engagement: a study of university-community engagement at a non-metropolitan Australian university. [Internet] [Thesis]. Southern Cross University; 2011. [cited 2021 Jan 18]. Available from: https://epubs.scu.edu.au/theses/194.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strom Jd. Enabling engagement: a study of university-community engagement at a non-metropolitan Australian university. [Thesis]. Southern Cross University; 2011. Available from: https://epubs.scu.edu.au/theses/194

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Michigan

4. Spellissy, Rebecca. Improving Beneficiary-Centered, Participatory Development Projects through Reciprocal Information Sharing and Mental Model Building.

Degree: MS, Natural Resources and Environment, 2016, University of Michigan

URL: http://hdl.handle.net/2027.42/134695

► Small-scale, community development projects have incorporated participatory approaches to improve their long-term success; however, these projects are not as participatory nor as successful as expected.… (more)

Subjects/Keywords: participation; rural development; community engagement

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APA (6^th Edition):

Spellissy, R. (2016). Improving Beneficiary-Centered, Participatory Development Projects through Reciprocal Information Sharing and Mental Model Building. (Masters Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/134695

Chicago Manual of Style (16^th Edition):

Spellissy, Rebecca. “Improving Beneficiary-Centered, Participatory Development Projects through Reciprocal Information Sharing and Mental Model Building.” 2016. Masters Thesis, University of Michigan. Accessed January 18, 2021. http://hdl.handle.net/2027.42/134695.

MLA Handbook (7^th Edition):

Spellissy, Rebecca. “Improving Beneficiary-Centered, Participatory Development Projects through Reciprocal Information Sharing and Mental Model Building.” 2016. Web. 18 Jan 2021.

Vancouver:

Spellissy R. Improving Beneficiary-Centered, Participatory Development Projects through Reciprocal Information Sharing and Mental Model Building. [Internet] [Masters thesis]. University of Michigan; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2027.42/134695.

Council of Science Editors:

Spellissy R. Improving Beneficiary-Centered, Participatory Development Projects through Reciprocal Information Sharing and Mental Model Building. [Masters Thesis]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/134695

Victoria University of Wellington

5. Hennessy, Alexandra. Engaging Neighbourhoods: Interrogating urban geometries and the implications on community.

Degree: 2018, Victoria University of Wellington

URL: http://hdl.handle.net/10063/7694

► The urban geometries of New Zealand suburbs do not encourage social and cultural engagement amongst contemporary communities. In 2017, New Zealand is ‘Home’ to people… (more)

Subjects/Keywords: Community; Social engagement; Urban design

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APA (6^th Edition):

Hennessy, A. (2018). Engaging Neighbourhoods: Interrogating urban geometries and the implications on community. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7694

Chicago Manual of Style (16^th Edition):

Hennessy, Alexandra. “Engaging Neighbourhoods: Interrogating urban geometries and the implications on community.” 2018. Masters Thesis, Victoria University of Wellington. Accessed January 18, 2021. http://hdl.handle.net/10063/7694.

MLA Handbook (7^th Edition):

Hennessy, Alexandra. “Engaging Neighbourhoods: Interrogating urban geometries and the implications on community.” 2018. Web. 18 Jan 2021.

Vancouver:

Hennessy A. Engaging Neighbourhoods: Interrogating urban geometries and the implications on community. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10063/7694.

Council of Science Editors:

Hennessy A. Engaging Neighbourhoods: Interrogating urban geometries and the implications on community. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7694

Deakin University

6. Kershaw, Anne. Coproduction in museums: a study of museum work with culturally diverse communities.

Degree: Department of Marketing, 2017, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30102648

► This study examined work done by museums and communities to jointly produce exhibitions and public programs. Collaborating with communities is a way for museums to… (more)

Subjects/Keywords: community engagement; museums; collaboration

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APA (6^th Edition):

Kershaw, A. (2017). Coproduction in museums: a study of museum work with culturally diverse communities. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30102648

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kershaw, Anne. “Coproduction in museums: a study of museum work with culturally diverse communities.” 2017. Thesis, Deakin University. Accessed January 18, 2021. http://hdl.handle.net/10536/DRO/DU:30102648.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kershaw, Anne. “Coproduction in museums: a study of museum work with culturally diverse communities.” 2017. Web. 18 Jan 2021.

Vancouver:

Kershaw A. Coproduction in museums: a study of museum work with culturally diverse communities. [Internet] [Thesis]. Deakin University; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10536/DRO/DU:30102648.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kershaw A. Coproduction in museums: a study of museum work with culturally diverse communities. [Thesis]. Deakin University; 2017. Available from: http://hdl.handle.net/10536/DRO/DU:30102648

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oxford

7. Adhikari, Bipin. Community engagement for targeted malaria elimination in Lao PDR (Laos).

Degree: PhD, 2018, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:1aeb85cf-de18-4e2a-9a75-efcb5833bbb2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.770617

► The emergence of artemisinin-resistant malaria in Southeast Asia has prompted malaria control programs to expedite efforts to eliminate malaria. One suggested approach is the mass… (more)

▼ The emergence of artemisinin-resistant malaria in Southeast Asia has prompted malaria control programs to expedite efforts to eliminate malaria. One suggested approach is the mass administration of antimalarials (MDA) to entire target population regardless of malaria infection. MDA is one of the central components of Targeted Malaria Elimination (TME), an approach recently piloted in Laos. For MDA to be successful (leading to interruption of local malaria transmission), a high population coverage is critical. Among myriad factors, community engagement has been recognized as critical to promoting high coverage. The main aim of this study was to design, execute and assess a locally suitable community engagement strategy that can promote the uptake of and adherence to MDA. This study utilized a longitudinal mixed method approach. In addition to the local social and cultural factors, five main elements of community engagement that contributed to high population coverage were identified: 1. Stakeholder and authority engagement: a stepwise approach from central to the local level; 2. Local human resources: recruitment and training of local community members to execute TME; 3. Formative research: an exploration of the local social and cultural context to guide the community engagement; 4. Responsiveness: flexible and adaptable approach based on the demands and needs of the community and 5. Sharing control/leadership with the community: joint decision making with the community members. Various factors contributed to the high population coverage recorded in the Lao TME study (above 85%): community engagement to promote the concept of asymptomatic malaria and the rationale for MDA, baseline understanding of malaria as a health concern, perceptions that TME was worthwhile, provision of free primary health care, partnering of the research with local volunteers and authorities, building social relationship with community members and the cohesive nature of the communities that boosted the trust and participation in MDA.

Subjects/Keywords: Community Engagement for Malaria Elimination

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APA (6^th Edition):

Adhikari, B. (2018). Community engagement for targeted malaria elimination in Lao PDR (Laos). (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:1aeb85cf-de18-4e2a-9a75-efcb5833bbb2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.770617

Chicago Manual of Style (16^th Edition):

Adhikari, Bipin. “Community engagement for targeted malaria elimination in Lao PDR (Laos).” 2018. Doctoral Dissertation, University of Oxford. Accessed January 18, 2021. http://ora.ox.ac.uk/objects/uuid:1aeb85cf-de18-4e2a-9a75-efcb5833bbb2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.770617.

MLA Handbook (7^th Edition):

Adhikari, Bipin. “Community engagement for targeted malaria elimination in Lao PDR (Laos).” 2018. Web. 18 Jan 2021.

Vancouver:

Adhikari B. Community engagement for targeted malaria elimination in Lao PDR (Laos). [Internet] [Doctoral dissertation]. University of Oxford; 2018. [cited 2021 Jan 18]. Available from: http://ora.ox.ac.uk/objects/uuid:1aeb85cf-de18-4e2a-9a75-efcb5833bbb2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.770617.

Council of Science Editors:

Adhikari B. Community engagement for targeted malaria elimination in Lao PDR (Laos). [Doctoral Dissertation]. University of Oxford; 2018. Available from: http://ora.ox.ac.uk/objects/uuid:1aeb85cf-de18-4e2a-9a75-efcb5833bbb2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.770617

Virginia Tech

8. Proctor, Nicholaus. The Added Value of Community Engagement in Public Design for Landscape Architecture Professionals.

Degree: Master of Landscape Architecture, Landscape Architecture, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/74982

► This thesis examines three uniquely different community engagement methods that explore the relationship between community values and the physical landscape in two Appalachian communities; Austinville,… (more)

Subjects/Keywords: Community engagement; Participatory design

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APA (6^th Edition):

Proctor, N. (2017). The Added Value of Community Engagement in Public Design for Landscape Architecture Professionals. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/74982

Chicago Manual of Style (16^th Edition):

Proctor, Nicholaus. “The Added Value of Community Engagement in Public Design for Landscape Architecture Professionals.” 2017. Masters Thesis, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/74982.

MLA Handbook (7^th Edition):

Proctor, Nicholaus. “The Added Value of Community Engagement in Public Design for Landscape Architecture Professionals.” 2017. Web. 18 Jan 2021.

Vancouver:

Proctor N. The Added Value of Community Engagement in Public Design for Landscape Architecture Professionals. [Internet] [Masters thesis]. Virginia Tech; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/74982.

Council of Science Editors:

Proctor N. The Added Value of Community Engagement in Public Design for Landscape Architecture Professionals. [Masters Thesis]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/74982

University of Minnesota

9. Grewell, Rachel. Legitimacy and Belonging: Community Engagement in Higher Education.

Degree: PhD, Sociology, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/203578

► This dissertation is concerned with a move toward community engagement within academia generally, and more specifically the concepts of legitimacy and belonging in engagement practices.… (more)

Subjects/Keywords: Belonging; Community; Engagement; Legitimacy

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APA (6^th Edition):

Grewell, R. (2019). Legitimacy and Belonging: Community Engagement in Higher Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/203578

Chicago Manual of Style (16^th Edition):

Grewell, Rachel. “Legitimacy and Belonging: Community Engagement in Higher Education.” 2019. Doctoral Dissertation, University of Minnesota. Accessed January 18, 2021. http://hdl.handle.net/11299/203578.

MLA Handbook (7^th Edition):

Grewell, Rachel. “Legitimacy and Belonging: Community Engagement in Higher Education.” 2019. Web. 18 Jan 2021.

Vancouver:

Grewell R. Legitimacy and Belonging: Community Engagement in Higher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11299/203578.

Council of Science Editors:

Grewell R. Legitimacy and Belonging: Community Engagement in Higher Education. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/203578

10. Williams, Jonathan M. Fighting Poverty with Passion: AmeriCorps VISTA as a Replicable Solution to Local Poverty.

Degree: MA, Political Science, 2018, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4418

► This study examines the replicability and effectiveness of AmeriCorps VISTA projects in fighting poverty at the state and local levels. AmeriCorps VISTA (Volunteers in… (more)

Subjects/Keywords: Civic and Community Engagement

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APA (6^th Edition):

Williams, J. M. (2018). Fighting Poverty with Passion: AmeriCorps VISTA as a Replicable Solution to Local Poverty. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4418

Chicago Manual of Style (16^th Edition):

Williams, Jonathan M. “Fighting Poverty with Passion: AmeriCorps VISTA as a Replicable Solution to Local Poverty.” 2018. Masters Thesis, Eastern Illinois University. Accessed January 18, 2021. https://thekeep.eiu.edu/theses/4418.

MLA Handbook (7^th Edition):

Williams, Jonathan M. “Fighting Poverty with Passion: AmeriCorps VISTA as a Replicable Solution to Local Poverty.” 2018. Web. 18 Jan 2021.

Vancouver:

Williams JM. Fighting Poverty with Passion: AmeriCorps VISTA as a Replicable Solution to Local Poverty. [Internet] [Masters thesis]. Eastern Illinois University; 2018. [cited 2021 Jan 18]. Available from: https://thekeep.eiu.edu/theses/4418.

Council of Science Editors:

Williams JM. Fighting Poverty with Passion: AmeriCorps VISTA as a Replicable Solution to Local Poverty. [Masters Thesis]. Eastern Illinois University; 2018. Available from: https://thekeep.eiu.edu/theses/4418

Virginia Tech

11. Bohannon, Cermetrius Lynell. Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture.

Degree: PhD, Architecture and Design Research, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/71297

► Colleges and universities have been linked to society since their inception. In recent times this linkage has come under scrutiny as society's expectations of higher… (more)

▼ Colleges and universities have been linked to society since their inception. In recent times this linkage has come under scrutiny as society's expectations of higher education have become more expansive and diverse. Over the past decade, there have been various shifts in pedagogy and scholarship in higher education, including the shift towards increased civic responsibility. One such shift is the role of universities and the communities they serve. This shift toward partnership and reciprocity is termed engagement. Community engagement has emerged as an important academic strategy used to enhance and complement traditional learning methods in higher education. According to the Campus Compact, the number of faculty members who include community engagement as part of their teaching, research, and service has increased (Campus Compact, 2012). While faculty are encouraged to incorporate community engagement into their work (Colby, Ehrlich, and Stephens, 2003), nominal research focuses on the perceptions of faculty members in landscape architecture on community engagement. This research explores the current state of community engagement within landscape architecture and identifies the benefits and barriers that foster or inhibit faculty from using community engagement as part of their teaching, research, and service. This study employed a mixed methods research design. Two sequential phases were utilized. The first phase consisted of faculty responses to the Community Engagement in Landscape Architecture Education (CELAE), which consisted of 70 questions. The second phase consisted of in-depth interviews with faculty who self selected to participate in the qualitative phase of the study. Descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was used to analyze the qualitative data. Findings indicate faculty members in landscape architecture believe that community engagement has a positive impact on student's educational experiences, provides opportunities for research and scholarship. Faculty also reveal how faculty in landscape architecture define community engagement in regards to other terminology that is currently used in higher education to describe working with communities to solve problems. Findings from this study may be used to help landscape architecture faculty members design and develop efforts to help promote community engagement as part of their teaching research and service. Advisors/Committee Members: Miller, Patrick A. (committeechair), Kim, Mintai (committee member), Katen, Brian F. (committee member), Clements, Terry L. (committee member).

Subjects/Keywords: community engagement; pedagogy; scholarship; perception

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APA (6^th Edition):

Bohannon, C. L. (2014). Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71297

Chicago Manual of Style (16^th Edition):

Bohannon, Cermetrius Lynell. “Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/71297.

MLA Handbook (7^th Edition):

Bohannon, Cermetrius Lynell. “Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture.” 2014. Web. 18 Jan 2021.

Vancouver:

Bohannon CL. Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/71297.

Council of Science Editors:

Bohannon CL. Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/71297

12. Brown, Sarah. Community Engagement: Impacts of community perceptions on community service participation.

Degree: 2011, University of Nevada – Reno

URL: http://hdl.handle.net/11714/3834

► This study will identify the attitudes of high school seniors regarding their community and participation in community service activities to determine what relationship exists between… (more)

Subjects/Keywords: Community; Engagement; Service; Service Learning

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APA (6^th Edition):

Brown, S. (2011). Community Engagement: Impacts of community perceptions on community service participation. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3834

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, Sarah. “Community Engagement: Impacts of community perceptions on community service participation.” 2011. Thesis, University of Nevada – Reno. Accessed January 18, 2021. http://hdl.handle.net/11714/3834.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, Sarah. “Community Engagement: Impacts of community perceptions on community service participation.” 2011. Web. 18 Jan 2021.

Vancouver:

Brown S. Community Engagement: Impacts of community perceptions on community service participation. [Internet] [Thesis]. University of Nevada – Reno; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11714/3834.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown S. Community Engagement: Impacts of community perceptions on community service participation. [Thesis]. University of Nevada – Reno; 2011. Available from: http://hdl.handle.net/11714/3834

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

13. Newell, Mallory Angeli. An exploration of civic engagement of community college students.

Degree: 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1212

► Abundant evidence from studies comparing individuals with a bachelor???s degree to those without suggests that higher levels of educational attainment are positively associated with increased… (more)

▼ Abundant evidence from studies comparing individuals with a bachelor???s degree to those without suggests that higher levels of educational attainment are positively associated with increased levels of civic engagement. Yet, few studies explore the civic engagement levels of current community college (two-year) students as well as individuals who graduated from a community college but did not go on to obtain a four-year degree. In this study I explored the civic engagement of current two-year students compared to four-year students as well as adults with a bachelor???s degree compared to those with a high school diploma or an associate???s degree to better understand if differences exist between these groups. I found that community-based engagement was significantly lower for two-year students than four-year students, and these differences may stem from differences in enrolling full-time, living on campus, and hours worked on or off campus. When I isolated two-year students, enrolling full-time, living on campus, and hours worked on and off campus were significant predictors of their community-based engagement. Two-year students were also significantly less likely to discuss politics than four-year students, however full-time enrollment, living on campus, and hours worked on or off campus did not explain the differences. In addition, two-year students were not significantly different from four-year students in their engagement in political protests, but when I controlled for a student enrolling full-time, living on campus, and how many hours they worked on or off campus, two-year students were significantly more likely to participate in political protests than four-year students. With only two-year students in the regression, enrolling full-time, living on campus, and hours worked on campus were significant predictors of their engagement in political protests. For adults not currently enrolled in school and likely beyond their college going years, high school graduates and associate???s degree holders were significantly less likely than bachelor???s degree holders to engage in community-based and political engagement activities. The findings resulted in leadership, policy, and equity implications. Advisors/Committee Members: Kirlin, Mary.

Subjects/Keywords: Community college; Civic engagement; Community college students

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APA (6^th Edition):

Newell, M. A. (2011). An exploration of civic engagement of community college students. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Newell, Mallory Angeli. “An exploration of civic engagement of community college students.” 2011. Thesis, California State University – Sacramento. Accessed January 18, 2021. http://hdl.handle.net/10211.9/1212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Newell, Mallory Angeli. “An exploration of civic engagement of community college students.” 2011. Web. 18 Jan 2021.

Vancouver:

Newell MA. An exploration of civic engagement of community college students. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10211.9/1212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newell MA. An exploration of civic engagement of community college students. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

14. Adams, Katherine Rose. The exploration of community boundary spanners in university-community partnerships.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/29700

► Boundary spanners are leaders that are able to bring people together across traditional boundaries to work towards a common goal. In university-community partnerships, boundary spanners… (more)

▼ Boundary spanners are leaders that are able to bring people together across traditional boundaries to work towards a common goal. In university-community partnerships, boundary spanners can flexibly transverse historically divided lines to increase access to resources and build upon reciprocal partnerships (Miller, 2008). Previous research has examined the roles of boundary spanners, but only from the perspectives of the institutional partners (Weerts & Sandmann, 2010). The purpose of this study was to examine the characteristics, roles, and motivations of community boundary spanners in university-community partnerships. The research questions guiding the study were: (1) What are the characteristics of community members actively engaged in university-community partnerships? (2) What roles do community members play as boundary spanners in university-community partnerships? (3) What are the motivations of community boundary spanners? (4) What is the relationship between the phases of partnership and the characteristics, roles, and motivations of community partners in university-community partnerships? A qualitative instrumental multi-case case study (Stake, 2006) was conducted with community partners of a university-community partnership. Focus group and interview data were analyzed using constant comparative and framework-specific coding methods. The case study report provided detailed descriptions of each case or community boundary spanner, with illustrative quotes from participants. When coded for social closeness and task orientation, findings led to community boundary spanning adaptation of the Weertz & Sandmann model. The Framework for Community Boundary Spanners in Engaged Partnerships identifies four distinct roles community boundary spanners may play: engaged employee, reciprocity recipient, connection companion, and community champion. Analysis yielded three conclusions: (1) Boundary spanning capacities of community partners are derived from motivations over roles as previously highlighted in the Weerts & Sandmann boundary spanning model; (2) From the community perspective, the institution is represented by the institutional boundary spanner; (3) Those identified as boundary spanners came to the partnership with developed boundary spanning capacities; participation was not a boundary spanning development effort. This study provides institutional partners with the tools and techniques to better engage and locate community boundary spanners through partner identification and development.

Subjects/Keywords: Boundary Spanners; University-Community Partnerships; Community Engagement

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APA (6^th Edition):

Adams, K. R. (2014). The exploration of community boundary spanners in university-community partnerships. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29700

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adams, Katherine Rose. “The exploration of community boundary spanners in university-community partnerships.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/29700.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adams, Katherine Rose. “The exploration of community boundary spanners in university-community partnerships.” 2014. Web. 18 Jan 2021.

Vancouver:

Adams KR. The exploration of community boundary spanners in university-community partnerships. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/29700.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams KR. The exploration of community boundary spanners in university-community partnerships. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29700

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Saskatchewan

15. Amendt, Ted 1974-. A Critical Analysis of School Community Councils in Saskatchewan.

Degree: 2019, University of Saskatchewan

URL: http://hdl.handle.net/10388/12439

► In 2006, School Community Councils came into existence in Saskatchewan. The purpose of School Community Councils (SCCs) is to “develop shared responsibility for the learning… (more)

▼ In 2006, School Community Councils came into existence in Saskatchewan. The purpose of School Community Councils (SCCs) is to “develop shared responsibility for the learning success and well-being of all children and youth; and, encourage and facilitate parent and community engagement in school planning and improvement processes” (Saskatchewan Learning, 2005, p. 8). Though these structures have been around for over 10 years, the data to determine their effectiveness in achieving this goal is limited, and what evidence is available suggests a sense of a mandate not achieved (Carlson, 2013; Saskatchewan Ministry of Education, 2011; Stelmach & Preston, 2008). In 2016, the member Boards of Education of the Saskatchewan School Boards Association (SSBA) passed a resolution calling for a review of SCCs. In 2018, I undertook this learning-oriented evaluation (Dahler-Larsen, 2009) of SCCs in collaboration with the SSBA. The purpose of the review was to determine the current state of SCCs in relation to achieving their mandate, and to recommend to SCCs and education partners in Saskatchewan, areas for improvement. This evaluation sought dialogue with approximately 120 participants, and found that SCCs are not achieving their mandate. Actions by education partners in Saskatchewan are required, and were identified under four broad recommendations. To achieve a critical analysis of SCCs in Saskatchewan, a culturally responsive evaluation (Hopson, 2009; Mertens & Zimmerman, 2015) was also conducted, and four non-SCC parents (Indigenous, newcomers, and visible minority) were interviewed. By utilizing Indigenous methodologies (Kovach, 2009) throughout, and including the perspectives from these four non-SCC parents, valuable insights for education partners in Saskatchewan were raised with respect to welcoming and hospitality in schools, and how beliefs and assumptions of educators and SCC members can affect the SCC. This study includes discussion on how SCC roles can be redefined to attend to relationship-building between home and school. This research study provides SCCs and the education partners in Saskatchewan with research upon which they can draw to make conclusions about the benefits and successes of SCCs and/or to implement changes to support SCCs to achieve their mandate. Advisors/Committee Members: Pushor, Debbie, Koole, Marguerite, Wilson, Jay, Cottrell, Michael, McNinch, James.

Subjects/Keywords: school councils; school community councils; parent engagement; community engagement

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APA (6^th Edition):

Amendt, T. 1. (2019). A Critical Analysis of School Community Councils in Saskatchewan. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Amendt, Ted 1974-. “A Critical Analysis of School Community Councils in Saskatchewan.” 2019. Thesis, University of Saskatchewan. Accessed January 18, 2021. http://hdl.handle.net/10388/12439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Amendt, Ted 1974-. “A Critical Analysis of School Community Councils in Saskatchewan.” 2019. Web. 18 Jan 2021.

Vancouver:

Amendt T1. A Critical Analysis of School Community Councils in Saskatchewan. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10388/12439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amendt T1. A Critical Analysis of School Community Councils in Saskatchewan. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/12439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Royal Roads University

16. Wesolowska, Lidia Maria. Planning downtown revitalization in a small city : change through collaboration in Swift Current, Canada .

Degree: 2014, Royal Roads University

URL: http://hdl.handle.net/10170/743

► Swift Current, Saskatchewan has experienced business expansion and a resurgence of downtown activity over the past 3-5 years. The city is focused on maintaining growth… (more)

Subjects/Keywords: Civic Collaboration; Community Development; Community Engagement; Community Inclusion; Community Revitalization

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APA (6^th Edition):

Wesolowska, L. M. (2014). Planning downtown revitalization in a small city : change through collaboration in Swift Current, Canada . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/743

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wesolowska, Lidia Maria. “Planning downtown revitalization in a small city : change through collaboration in Swift Current, Canada .” 2014. Thesis, Royal Roads University. Accessed January 18, 2021. http://hdl.handle.net/10170/743.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wesolowska, Lidia Maria. “Planning downtown revitalization in a small city : change through collaboration in Swift Current, Canada .” 2014. Web. 18 Jan 2021.

Vancouver:

Wesolowska LM. Planning downtown revitalization in a small city : change through collaboration in Swift Current, Canada . [Internet] [Thesis]. Royal Roads University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10170/743.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wesolowska LM. Planning downtown revitalization in a small city : change through collaboration in Swift Current, Canada . [Thesis]. Royal Roads University; 2014. Available from: http://hdl.handle.net/10170/743

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Rivera, Rafael. The Perceived Community Engagement Survey: Structure, Reliability, and Validity of a Community-based Organization Measure of Engagement with the Broader Community.

Degree: PhD, Community Psychology, 2016, National-Louis University

URL: http://digitalcommons.nl.edu/diss/152

► For more than 40 years government funding for community non-profit organizations has grown more than in previous decades. This dramatic increase has led to… (more)

Subjects/Keywords: Community-based Organization; Community Engagement; Community Involvement; Community Integration; Non-profit; Community Psychology

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APA (6^th Edition):

Rivera, R. (2016). The Perceived Community Engagement Survey: Structure, Reliability, and Validity of a Community-based Organization Measure of Engagement with the Broader Community. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/152

Chicago Manual of Style (16^th Edition):

Rivera, Rafael. “The Perceived Community Engagement Survey: Structure, Reliability, and Validity of a Community-based Organization Measure of Engagement with the Broader Community.” 2016. Doctoral Dissertation, National-Louis University. Accessed January 18, 2021. http://digitalcommons.nl.edu/diss/152.

MLA Handbook (7^th Edition):

Rivera, Rafael. “The Perceived Community Engagement Survey: Structure, Reliability, and Validity of a Community-based Organization Measure of Engagement with the Broader Community.” 2016. Web. 18 Jan 2021.

Vancouver:

Rivera R. The Perceived Community Engagement Survey: Structure, Reliability, and Validity of a Community-based Organization Measure of Engagement with the Broader Community. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Jan 18]. Available from: http://digitalcommons.nl.edu/diss/152.

Council of Science Editors:

Rivera R. The Perceived Community Engagement Survey: Structure, Reliability, and Validity of a Community-based Organization Measure of Engagement with the Broader Community. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/152

18. Muse, Stacey D. Exploring the Community Impact of Community-University Partnerships.

Degree: PhD, Higher Education, 2018, U of Denver

URL: https://digitalcommons.du.edu/etd/1415

► The field and movement of community engagement in higher education is one way for institutions of higher education to fulfill the public good mission.… (more)

Subjects/Keywords: Civic engagement; Community engagement; Community-university partnerships; Education; Partnership impact; Public good; Civic and Community Engagement; Higher Education

12 more images…

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APA (6^th Edition):

Muse, S. D. (2018). Exploring the Community Impact of Community-University Partnerships. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1415

Chicago Manual of Style (16^th Edition):

Muse, Stacey D. “Exploring the Community Impact of Community-University Partnerships.” 2018. Doctoral Dissertation, U of Denver. Accessed January 18, 2021. https://digitalcommons.du.edu/etd/1415.

MLA Handbook (7^th Edition):

Muse, Stacey D. “Exploring the Community Impact of Community-University Partnerships.” 2018. Web. 18 Jan 2021.

Vancouver:

Muse SD. Exploring the Community Impact of Community-University Partnerships. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2021 Jan 18]. Available from: https://digitalcommons.du.edu/etd/1415.

Council of Science Editors:

Muse SD. Exploring the Community Impact of Community-University Partnerships. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1415

RMIT University

19. Miles, G. The importance of community conversation: building a community communication system.

Degree: 2011, RMIT University

URL: http://researchbank.rmit.edu.au/view/rmit:160183

► The importance of community conversation explores the characteristics of community building and engagement activities as understood and applied in some organisations by senior representatives in… (more)

▼ The importance of community conversation explores the characteristics of community building and engagement activities as understood and applied in some organisations by senior representatives in the Victorian Public Service. The broader community building and social capital agenda is explored through theoretical literature and empirical data. The community communication model offers future direction for addressing the gap in symbolic and systemic communications as a fundamental component of community development activity. Elements of interpretivism, structuration and semiotic theory have been utilised in an attempt to create a methodology to understand that that community conversations can occur. This eclectic approach is referred to as the paradigmatic architecture throughout the text. The body of work was guided by two research questions: What are the understandings of senior representatives from government agencies regarding community building and its application within their organisation and more broadly across government? Do gaps emerge from the theoretical literature and empirical body of knowledge on community building and its logic? The importance of community communication introduces a paradigmatic framework in which to apply the knowledge of community building in two portfolios within the Victorian Public Service, the portfolios of Environment and Transport. The empirical data was generated through deep peer-constructed conversations with senior representatives in the state bureaucracy, and the theoretical data through a wide ranging review of community development, social capital building and semiotic literature. The research juxtaposes key elements of Interpretivism, structuration and semiotic theories to build the narrative of the community building agenda being implemented in parts of the Victorian public service. The ontologies of the research paradigm and two theories used to generate data and build the narrative of community conversation are subtly different but aligned, as together they recognise that the construction of social reality is created by individuals and their collective monitoring and adaptation of social structures. The data generated by the in-depth conversations have been thematically arranged around five key concepts in order to build the narrative of the community conversation. Findings from the research include three main points: the logic for community strengthening in the two portfolios has not been consistently applied; the reform of government business is not intellectually contextualised by an understanding of social capital; and communication is not recognised as a foundation principle in policy or practice. The researcher proposes a response to the inconsistent application of community building and the limited system-based thinking on communications through the generation of the community communication model. Taking social communication as a foundation principle, the model is an attempt to bring together the process of making meaning in public places and…

Subjects/Keywords: Fields of Research; Community; community engagement; community conversations

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APA (6^th Edition):

Miles, G. (2011). The importance of community conversation: building a community communication system. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Miles, G. “The importance of community conversation: building a community communication system.” 2011. Thesis, RMIT University. Accessed January 18, 2021. http://researchbank.rmit.edu.au/view/rmit:160183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Miles, G. “The importance of community conversation: building a community communication system.” 2011. Web. 18 Jan 2021.

Vancouver:

Miles G. The importance of community conversation: building a community communication system. [Internet] [Thesis]. RMIT University; 2011. [cited 2021 Jan 18]. Available from: http://researchbank.rmit.edu.au/view/rmit:160183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miles G. The importance of community conversation: building a community communication system. [Thesis]. RMIT University; 2011. Available from: http://researchbank.rmit.edu.au/view/rmit:160183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

20. Mull, Casey Downs. Boundary-spanning behaviors of individuals engaged with the U.S. military community.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/31484

► The public sector’s use of networked governance reflects a similar orientation of U.S. higher education institutions to engaged scholarship and community-university partnerships. These and other… (more)

Subjects/Keywords: boundary spanning; community engagement; university-community partnerships; military community; quantitative

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APA (6^th Edition):

Mull, C. D. (2015). Boundary-spanning behaviors of individuals engaged with the U.S. military community. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/31484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mull, Casey Downs. “Boundary-spanning behaviors of individuals engaged with the U.S. military community.” 2015. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/31484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mull, Casey Downs. “Boundary-spanning behaviors of individuals engaged with the U.S. military community.” 2015. Web. 18 Jan 2021.

Vancouver:

Mull CD. Boundary-spanning behaviors of individuals engaged with the U.S. military community. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/31484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mull CD. Boundary-spanning behaviors of individuals engaged with the U.S. military community. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/31484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

21. Sterner, Glenn Earl. An Examination of Community Organizing Processes to Assess the Potential for Increasing Innovation in Practice.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/26473

► The emphasis of this research is to examine opportunities for rural residents to maximize the potential for innovation within community organizing processes associated with community… (more)

Subjects/Keywords: community development; rural sociology; community engagement; community organizing; innovation; social networks

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APA (6^th Edition):

Sterner, G. E. (2015). An Examination of Community Organizing Processes to Assess the Potential for Increasing Innovation in Practice. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sterner, Glenn Earl. “An Examination of Community Organizing Processes to Assess the Potential for Increasing Innovation in Practice.” 2015. Thesis, Penn State University. Accessed January 18, 2021. https://submit-etda.libraries.psu.edu/catalog/26473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sterner, Glenn Earl. “An Examination of Community Organizing Processes to Assess the Potential for Increasing Innovation in Practice.” 2015. Web. 18 Jan 2021.

Vancouver:

Sterner GE. An Examination of Community Organizing Processes to Assess the Potential for Increasing Innovation in Practice. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 18]. Available from: https://submit-etda.libraries.psu.edu/catalog/26473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sterner GE. An Examination of Community Organizing Processes to Assess the Potential for Increasing Innovation in Practice. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Loyola University Chicago

22. Fuist, Todd Nicholas. The World Is Not Yet Completed: Moral Imaginaries and Everyday Politics in Progressive Religious Communities.

Degree: PhD, Sociology, 2013, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/665

► How religion shapes political and civic engagement has been a consistently fruitful question for American social theorists. Religion has often been understood as providing… (more)

Subjects/Keywords: Civic Engagement; Culture; Politics; Religion; Social Movements; Civic and Community Engagement

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APA (6^th Edition):

Fuist, T. N. (2013). The World Is Not Yet Completed: Moral Imaginaries and Everyday Politics in Progressive Religious Communities. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/665

Chicago Manual of Style (16^th Edition):

Fuist, Todd Nicholas. “The World Is Not Yet Completed: Moral Imaginaries and Everyday Politics in Progressive Religious Communities.” 2013. Doctoral Dissertation, Loyola University Chicago. Accessed January 18, 2021. https://ecommons.luc.edu/luc_diss/665.

MLA Handbook (7^th Edition):

Fuist, Todd Nicholas. “The World Is Not Yet Completed: Moral Imaginaries and Everyday Politics in Progressive Religious Communities.” 2013. Web. 18 Jan 2021.

Vancouver:

Fuist TN. The World Is Not Yet Completed: Moral Imaginaries and Everyday Politics in Progressive Religious Communities. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2013. [cited 2021 Jan 18]. Available from: https://ecommons.luc.edu/luc_diss/665.

Council of Science Editors:

Fuist TN. The World Is Not Yet Completed: Moral Imaginaries and Everyday Politics in Progressive Religious Communities. [Doctoral Dissertation]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/665

University of Adelaide

23. Nguyen, Long Thang Van. Investigating the role of online community engagement and consumer online collective empowerment for consumer price fairness perception.

Degree: 2016, University of Adelaide

URL: http://hdl.handle.net/2440/100354

► Never before have customers been more powerful in providing, acquiring, and discussing the offered price of service providers in online context. In particular, the emergence… (more)

▼ Never before have customers been more powerful in providing, acquiring, and discussing the offered price of service providers in online context. In particular, the emergence of online communities increases consumer exposure to various information about the targeted services including their pricing practices shared by like-minded consumers. While price is an important indicator for customers to make a purchase decision, there have been very few scholarly attempts to identify online community factors may influence consumers’ price fairness perceptions. To address these gaps, the principal focus of this dissertation is to examine the extent to which online community factors namely community engagement and customer online collective empowerment shape consumer price fairness perception. Drawing on social identity, resource dependence theory and social capital theory, three studies are conducted and reported in this dissertation which examine the central role of community engagement, consumer online collective empowerment, and community norms in driving consumer price fairness perception. Further, the research tests the moderating effect of online savviness and customer price sensitivity. Drawing from social information processing and social identity theories, the first study examined the effect of community engagement on customer price fairness perception indirectly via community norms and rule familiarity. It is found that online community engagement impacts customer price fairness perception. Moreover, we found the mediating effects of community norms and rule familiarity on that relationship. Engaged member interactions with like-minded customers in an online context strengthen the rule familiarity with regards to dynamic pricing policies that, in turn, shape their price fairness perception. Further, as online community citizens, engaged members are willing to adopt the community norms concerning the pricing practice in the market place that lead to a positive fairness perception toward dynamic pricing. The findings also confirm the moderating effect of online savviness for the impact of community norms on customer price fairness perception. The importance of the collective activities empowering customers capabilities and knowledge to deal with the targeted service providers emerged from the first study. Accordingly, the second study conceptualised and developed a measure of customer online community empowerment. Using samples from Australian frequent flyer community, we undertook a qualitative netnographic study, to explore the nature of customer online collective empowerment. The netnographic findings confirm that customer online collective empowerment consists of four dimensions namely: behaviour empowerment, cognitive empowerment, emotional empowerment, and relational empowerment. Subsequently, a four dimensional customer online collective empowerment measure is developed and empirically validated through two quantitative surveys. The examinations of construct reliability, construct validity, and discriminant… Advisors/Committee Members: Conduit, Jodie (advisor), Rao Hill, Sally Li (advisor), Lu, Vinh Nhat (advisor), Business School (school).

Subjects/Keywords: customer engagement; price fairness; empowerment; collective empowerment; community engagement

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APA (6^th Edition):

Nguyen, L. T. V. (2016). Investigating the role of online community engagement and consumer online collective empowerment for consumer price fairness perception. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/100354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nguyen, Long Thang Van. “Investigating the role of online community engagement and consumer online collective empowerment for consumer price fairness perception.” 2016. Thesis, University of Adelaide. Accessed January 18, 2021. http://hdl.handle.net/2440/100354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nguyen, Long Thang Van. “Investigating the role of online community engagement and consumer online collective empowerment for consumer price fairness perception.” 2016. Web. 18 Jan 2021.

Vancouver:

Nguyen LTV. Investigating the role of online community engagement and consumer online collective empowerment for consumer price fairness perception. [Internet] [Thesis]. University of Adelaide; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2440/100354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nguyen LTV. Investigating the role of online community engagement and consumer online collective empowerment for consumer price fairness perception. [Thesis]. University of Adelaide; 2016. Available from: http://hdl.handle.net/2440/100354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Duquesne University

24. Dostilio, Lina Dee. Democratically Engaged Community-University Partnerships: Reciprocal Determinants of Democratically Oriented Roles and Processes.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2012, Duquesne University

URL: https://dsc.duq.edu/etd/497

► Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to… (more)

▼ Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to implement a disparate menu of activities that prove largely ineffective at addressing society's most challenging social and environmental problems. A relatively new conception of engagement lays out a framework by which IHE's engage with communities in democratic ways. Democratic engagement values inclusive, reciprocal problem-oriented work that brings together university and community stakeholders as co-generators of knowledge and solutions. The resulting democratically engaged partnerships position diverse members to take on roles as collaborators and problem solvers. They are mutually transformed through the processes of reciprocation, power diffusion, and knowledge generation. How these democratically oriented roles and processes emerge and come to be enacted is unknown. Neither the literature on democratic engagement nor that on community-university partnerships addresses this gap. This dissertation study purposefully selected a case of community-university partnership that has a high degree of democratic engagement. Through interviews, observation, and document review, qualitative evidence was collected of the ways in which the roles and processes of democratically engaged partnerships emerged and were enacted. Atlas.ti 6.2 was used to code and retrieve themes related to democratic and technocratic engagement, stakeholder roles and processes, and the emergence and application of roles and processes. Understanding how democratically oriented roles and processes emerge and are adopted is critical to building democratically engaged partnerships that support systems of democratic engagement. If we do not know how to be democratic within our partnerships, and if we cannot teach others, we will not be able to answer the calls for more purposeful, reciprocal engagement with our communities. Advisors/Committee Members: Connie Moss, Rodney Hopson, Peter Miller, Patti Clayton.

Subjects/Keywords: Community-university engagement; Democratic engagement; Explanatory case study; Partnerships; Qualitative

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APA (6^th Edition):

Dostilio, L. D. (2012). Democratically Engaged Community-University Partnerships: Reciprocal Determinants of Democratically Oriented Roles and Processes. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/497

Chicago Manual of Style (16^th Edition):

Dostilio, Lina Dee. “Democratically Engaged Community-University Partnerships: Reciprocal Determinants of Democratically Oriented Roles and Processes.” 2012. Doctoral Dissertation, Duquesne University. Accessed January 18, 2021. https://dsc.duq.edu/etd/497.

MLA Handbook (7^th Edition):

Dostilio, Lina Dee. “Democratically Engaged Community-University Partnerships: Reciprocal Determinants of Democratically Oriented Roles and Processes.” 2012. Web. 18 Jan 2021.

Vancouver:

Dostilio LD. Democratically Engaged Community-University Partnerships: Reciprocal Determinants of Democratically Oriented Roles and Processes. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2021 Jan 18]. Available from: https://dsc.duq.edu/etd/497.

Council of Science Editors:

Dostilio LD. Democratically Engaged Community-University Partnerships: Reciprocal Determinants of Democratically Oriented Roles and Processes. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/497

University of Canterbury

25. Perry, Lane Graves. A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement.

Degree: PhD, Education, 2011, University of Canterbury

URL: http://dx.doi.org/10.26021/9723

► The purpose of this study is to more clearly understand what student' experience while involved in service-learning courses. Moreover, I sought to identify the relationships… (more)

▼ The purpose of this study is to more clearly understand what student' experience while involved in service-learning courses. Moreover, I sought to identify the relationships among service-learning, the outcomes typically attributed to it, and student engagement according to Naturalistic Inquiry methodology (Lincoln & Guba, 1985) and quantitative data from the Australasian Survey of Student Engagement (2009-2010) in two different upper-division courses at the University of Canterbury in New Zealand during the second semester of the 2009 academic year. One class approached service-learning in an addendum/add-on type of approach (Approach I service-learning), while the other course used a more fully-integrated approach (Approach II service-learning). The theoretical framework offered by the philosophy of experiential education (Dewey) and the theories of experiential learning (Kolb), transformative learning (Mezirow), and student engagement (Kuh) combine to serve as the lens through which service-learning was initially viewed in this study. This framework provided the initial structure by which this study was facilitated and the relationship between service-learning and its typically attributed outcomes could be observed and better understood within a New Zealand tertiary environment. The student experiences within Approach I and II service-learning served as sources for pursuing a greater level of sophistication and understanding of how these experiences influence the relationships of service-learning and ultimately how service-learning influences student engagement. Such an investigation is relevant to New Zealand tertiary teachers, researchers, and leaders, who are interested in creating conditions that engage students in learning while developing students personally and involving them within the local community. For transferability purposes, the goal of this study is to provide enough “thick description” (Lincoln & Guba, 1985, p. 125) in the case of each approach to service-learning so that educators from New Zealand and the rest of the world can find meaning, value, and direction. Quantitative findings from this study clearly demonstrated a statistically significant shift in student engagement benchmarks in both approaches to service-learning (3 of 6 AUSSE benchmarks in Approach I service-learning and 6 of 6 AUSSE benchmarks in Approach II service-learning). Qualitative data provided the means to suggest why these significant shifts occurred and illuminated the complexity of the student experience within service-learning environments. Qualitatively, both approaches to service-learning shifted the context of what it meant to be a student in a classroom. The following themes symbolize the different experiences and demonstrate ways teachers can best engage both eager and reluctant learners: different experiences-providing opportunities for growth; consistently being a part of something-internal/external to university; active-learning through experiencing and thinking for yourself; worthwhile, intrinsic-due…

Subjects/Keywords: community engagement; service learning; student engagement; pedagogy; outcomes

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APA (6^th Edition):

Perry, L. G. (2011). A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9723

Chicago Manual of Style (16^th Edition):

Perry, Lane Graves. “A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement.” 2011. Doctoral Dissertation, University of Canterbury. Accessed January 18, 2021. http://dx.doi.org/10.26021/9723.

MLA Handbook (7^th Edition):

Perry, Lane Graves. “A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement.” 2011. Web. 18 Jan 2021.

Vancouver:

Perry LG. A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement. [Internet] [Doctoral dissertation]. University of Canterbury; 2011. [cited 2021 Jan 18]. Available from: http://dx.doi.org/10.26021/9723.

Council of Science Editors:

Perry LG. A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement. [Doctoral Dissertation]. University of Canterbury; 2011. Available from: http://dx.doi.org/10.26021/9723

University of Oklahoma

26. Jackson, Cat. Examining Relationships Between Student Perceptions of Community of Inquiry as a Predictor of Cognitive and Behavioral Engagement Mediated by Self-Efficacy.

Degree: PhD, 2020, University of Oklahoma

URL: http://hdl.handle.net/11244/326689

► Online learning was growing in demand prior to the COVID-19 pandemic. However, due to the pandemic, more are seeing the need to increase the understanding… (more)

Subjects/Keywords: Community of Inquiry; Student Self-Efficacy; Cognitive Engagement; Student Engagement

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APA (6^th Edition):

Jackson, C. (2020). Examining Relationships Between Student Perceptions of Community of Inquiry as a Predictor of Cognitive and Behavioral Engagement Mediated by Self-Efficacy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/326689

Chicago Manual of Style (16^th Edition):

Jackson, Cat. “Examining Relationships Between Student Perceptions of Community of Inquiry as a Predictor of Cognitive and Behavioral Engagement Mediated by Self-Efficacy.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/326689.

MLA Handbook (7^th Edition):

Jackson, Cat. “Examining Relationships Between Student Perceptions of Community of Inquiry as a Predictor of Cognitive and Behavioral Engagement Mediated by Self-Efficacy.” 2020. Web. 18 Jan 2021.

Vancouver:

Jackson C. Examining Relationships Between Student Perceptions of Community of Inquiry as a Predictor of Cognitive and Behavioral Engagement Mediated by Self-Efficacy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/326689.

Council of Science Editors:

Jackson C. Examining Relationships Between Student Perceptions of Community of Inquiry as a Predictor of Cognitive and Behavioral Engagement Mediated by Self-Efficacy. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/326689

University of Pretoria

27. [No author]. Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator .

Degree: 2009, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-01082009-162529/

No abstract available. C175/eo Advisors/Committee Members: Mr G Young (advisor).

Subjects/Keywords: Community engagement; UCTD

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APA (6^th Edition):

author], [. (2009). Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-01082009-162529/

Chicago Manual of Style (16^th Edition):

author], [No. “Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator .” 2009. Masters Thesis, University of Pretoria. Accessed January 18, 2021. http://upetd.up.ac.za/thesis/available/etd-01082009-162529/.

MLA Handbook (7^th Edition):

author], [No. “Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator .” 2009. Web. 18 Jan 2021.

Vancouver:

author] [. Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2021 Jan 18]. Available from: http://upetd.up.ac.za/thesis/available/etd-01082009-162529/.

Council of Science Editors:

author] [. Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-01082009-162529/

San Jose State University

28. Yi-Baker, Hyon Chu Chu. Cultivating Civic Engagement at the Intersection of Community College and Asian American Pacific Islanders: Understanding and Supporting AAPI Students’ Civic Learning at the two-year Institutions.

Degree: Doctor of Education (EdD), Education, 2019, San Jose State University

URL: https://scholarworks.sjsu.edu/etd_dissertations/37

► Asian American Pacific Islanders (AAPI) students are considered the fastest growing segment of college participants in the United States. AAPI students represent the majority… (more)

Subjects/Keywords: Asian American; Civic Engagement; Community College; Youth

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APA (6^th Edition):

Yi-Baker, H. C. C. (2019). Cultivating Civic Engagement at the Intersection of Community College and Asian American Pacific Islanders: Understanding and Supporting AAPI Students’ Civic Learning at the two-year Institutions. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/37

Chicago Manual of Style (16^th Edition):

Yi-Baker, Hyon Chu Chu. “Cultivating Civic Engagement at the Intersection of Community College and Asian American Pacific Islanders: Understanding and Supporting AAPI Students’ Civic Learning at the two-year Institutions.” 2019. Doctoral Dissertation, San Jose State University. Accessed January 18, 2021. https://scholarworks.sjsu.edu/etd_dissertations/37.

MLA Handbook (7^th Edition):

Yi-Baker, Hyon Chu Chu. “Cultivating Civic Engagement at the Intersection of Community College and Asian American Pacific Islanders: Understanding and Supporting AAPI Students’ Civic Learning at the two-year Institutions.” 2019. Web. 18 Jan 2021.

Vancouver:

Yi-Baker HCC. Cultivating Civic Engagement at the Intersection of Community College and Asian American Pacific Islanders: Understanding and Supporting AAPI Students’ Civic Learning at the two-year Institutions. [Internet] [Doctoral dissertation]. San Jose State University; 2019. [cited 2021 Jan 18]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/37.

Council of Science Editors:

Yi-Baker HCC. Cultivating Civic Engagement at the Intersection of Community College and Asian American Pacific Islanders: Understanding and Supporting AAPI Students’ Civic Learning at the two-year Institutions. [Doctoral Dissertation]. San Jose State University; 2019. Available from: https://scholarworks.sjsu.edu/etd_dissertations/37

University of Edinburgh

29. Mcloughlin, James. Analysis of the attempt to establish a community currency into a Scottish Neighbourhood; focusing on community participation and engagement.

Degree: 2012, University of Edinburgh

URL: http://hdl.handle.net/1842/6346

► The Transition Town Movement is a grassroots, community development movement which emerged in the UK and which aims to make communities more sustainable, stronger and… (more)

▼ The Transition Town Movement is a grassroots, community development movement which emerged in the UK and which aims to make communities more sustainable, stronger and more resilient in the face of environmental, economic and social problems we currently face. One initiative which has been adopted by the Transition Town Movement is community currencies; a broad term for a currency that operates within defined boundary (such as a community), alongside national currency and which facilitates the exchange of goods and services between the people within that area. Because community currencies operate within closed circuits and between local people and businesses they have the potential to strengthen local economies, aid in reducing carbon emissions, act as a community building tool and also as a mechanism to achieve sustainable consumption. As the Transition Town Movement is a grassroots, bottom-up movement meaningful community participation and engagement is an essential component with transition initiatives. Portobello, Edinburgh is a community that attempted to establish a community currency however, insufficient community support caused by a deficient community engagement and involvement strategy has been identified as a primary reason for the collapse of the project. Through an investigation into the approaches used to maximise community participation during the establishment of a community currency (The Lewes Pound) within Lewes, East Sussex, this study endeavoured to provide guidance for Portobello going forward in the future. The primary findings from the research undertaken within Lewes concluded that; • Transition Town Lewes and the Local Currency Team are deemed as somewhat of a closed group that is not representative of the wider community and greater steps need to be taken to increase inclusiveness within the community. • Education within the Local Currency Team regarding community currencies was limited and there were few external support resources available. • Community members felt that while promotion, education and awareness raising efforts were taken during the initial stages of the project they were not consistent and on-going and as a result enthusiasm dissipated within the community. • Finally, within the community there is certain level of resistance to the Lewes Pound, which, if not dealt with, could prevent the project going forward in the future. In light of these findings recommendations were provided on how Portobello can progress with their CC initiative in the future. Advisors/Committee Members: Staddon, Sam.

Subjects/Keywords: community currencies engagement participation portobello lewes

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APA (6^th Edition):

Mcloughlin, J. (2012). Analysis of the attempt to establish a community currency into a Scottish Neighbourhood; focusing on community participation and engagement. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mcloughlin, James. “Analysis of the attempt to establish a community currency into a Scottish Neighbourhood; focusing on community participation and engagement.” 2012. Thesis, University of Edinburgh. Accessed January 18, 2021. http://hdl.handle.net/1842/6346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mcloughlin, James. “Analysis of the attempt to establish a community currency into a Scottish Neighbourhood; focusing on community participation and engagement.” 2012. Web. 18 Jan 2021.

Vancouver:

Mcloughlin J. Analysis of the attempt to establish a community currency into a Scottish Neighbourhood; focusing on community participation and engagement. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1842/6346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mcloughlin J. Analysis of the attempt to establish a community currency into a Scottish Neighbourhood; focusing on community participation and engagement. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/6346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

30. Frandsen, M. Promoting community bushfire preparedness: Bridging the theory – practice divide.

Degree: 2012, University of Tasmania

URL: https://eprints.utas.edu.au/15309/1/front-frandsen.pdf ; https://eprints.utas.edu.au/15309/2/whole.pdf ; https://eprints.utas.edu.au/15309/3/Appendices-B-P.zip ; https://eprints.utas.edu.au/15309/4/Appendix_Q_Transcripts_of_Telephone_Interview_1_%282009_10__n_%3D34%29.zip ; https://eprints.utas.edu.au/15309/5/Appendix_R_Transcripts_of_Telephone_Interview_2_%282010_11__n_%3D_34.zip

► The present study adopts a mixed-methods action research approach to examine the validity of a model developed to predict adoption of bushfire preparedness measures, and… (more)

▼ The present study adopts a mixed-methods action research approach to examine the validity of a model developed to predict adoption of bushfire preparedness measures, and to subsequently apply the motivational factors found in this model to develop more effective and sustainable community bushfire preparedness initiatives. The research focuses on how individual, social, and societal factors interact to influence the adoption of protective measures against bushfire hazards. The premise upon which the Social Attachment Model of Bushfire Preparedness (Model) is based argues that it is not perception of threat or information per se that determines action, but rather how residents interpret this in the context of experiences, beliefs, and expectations that are developed and enacted in their social environment. These influential social processes were thus integrated into the development and implementation of a fire agency community bushfire preparedness pilot. The goal of this pilot was to increase the adoption and sustainment of community bushfire preparedness behaviour. The first component of the present study was therefore to develop and test the theoretical Model of bushfire preparedness to assess the underlying individual, social, and societal influences of preparing for bushfires. Data for this analysis were collected from questionnaires delivered to participants living in four bushfire risk areas in Tasmania, Australia (Bagdad, Binalong Bay, Fern Tree, and Snug). Findings demonstrated that individual, community, and agency components of the Model interact to influence residents’ decisions to adopt bushfire mitigation strategies. The second component of the study utilised qualitative data obtained from telephone interviews with a sample of 34 residents living in the four target areas. Thematic analysis was used to elicit further insight into residents’ bushfire preparedness decision making processes. These data were also used to validate the Model with major findings including the significant influence of place attachment and responsibility on residents’ decisions to prepare for bushfire. The third component of the study involved the application of the Model to inform the development and implementation of a community bushfire preparedness program. The collaboration of the researcher with the Tasmania Fire Service’s Community Development Officer, and the trialling of the Bushfire Ready Communities Tasmania Pilot (Pilot), provided an opportunity to conduct action research to determine how the Model findings could be practically applied to a bushfire preparedness promoting community initiative. This action research therefore bridges the theory-practice divide that commonly plagues hazards research. The efficacy of the Pilot, and the value of the applied model findings, was evaluated by collecting data from feedback surveys, focus groups, and interviews with participating residents. Longitudinal qualitative data obtained from re-interviewing the original 34 participants following their participation (or not) in the…

Subjects/Keywords: Bushfire; preparedness; community; engagement; action research

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APA (6^th Edition):

Frandsen, M. (2012). Promoting community bushfire preparedness: Bridging the theory – practice divide. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/15309/1/front-frandsen.pdf ; https://eprints.utas.edu.au/15309/2/whole.pdf ; https://eprints.utas.edu.au/15309/3/Appendices-B-P.zip ; https://eprints.utas.edu.au/15309/4/Appendix_Q_Transcripts_of_Telephone_Interview_1_%282009_10__n_%3D34%29.zip ; https://eprints.utas.edu.au/15309/5/Appendix_R_Transcripts_of_Telephone_Interview_2_%282010_11__n_%3D_34.zip

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Frandsen, M. “Promoting community bushfire preparedness: Bridging the theory – practice divide.” 2012. Thesis, University of Tasmania. Accessed January 18, 2021. https://eprints.utas.edu.au/15309/1/front-frandsen.pdf ; https://eprints.utas.edu.au/15309/2/whole.pdf ; https://eprints.utas.edu.au/15309/3/Appendices-B-P.zip ; https://eprints.utas.edu.au/15309/4/Appendix_Q_Transcripts_of_Telephone_Interview_1_%282009_10__n_%3D34%29.zip ; https://eprints.utas.edu.au/15309/5/Appendix_R_Transcripts_of_Telephone_Interview_2_%282010_11__n_%3D_34.zip.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Frandsen, M. “Promoting community bushfire preparedness: Bridging the theory – practice divide.” 2012. Web. 18 Jan 2021.

Vancouver:

Frandsen M. Promoting community bushfire preparedness: Bridging the theory – practice divide. [Internet] [Thesis]. University of Tasmania; 2012. [cited 2021 Jan 18]. Available from: https://eprints.utas.edu.au/15309/1/front-frandsen.pdf ; https://eprints.utas.edu.au/15309/2/whole.pdf ; https://eprints.utas.edu.au/15309/3/Appendices-B-P.zip ; https://eprints.utas.edu.au/15309/4/Appendix_Q_Transcripts_of_Telephone_Interview_1_%282009_10__n_%3D34%29.zip ; https://eprints.utas.edu.au/15309/5/Appendix_R_Transcripts_of_Telephone_Interview_2_%282010_11__n_%3D_34.zip.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frandsen M. Promoting community bushfire preparedness: Bridging the theory – practice divide. [Thesis]. University of Tasmania; 2012. Available from: https://eprints.utas.edu.au/15309/1/front-frandsen.pdf ; https://eprints.utas.edu.au/15309/2/whole.pdf ; https://eprints.utas.edu.au/15309/3/Appendices-B-P.zip ; https://eprints.utas.edu.au/15309/4/Appendix_Q_Transcripts_of_Telephone_Interview_1_%282009_10__n_%3D34%29.zip ; https://eprints.utas.edu.au/15309/5/Appendix_R_Transcripts_of_Telephone_Interview_2_%282010_11__n_%3D_34.zip

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations