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Developing a Theoretical Framework of Responsiveness In DEVELOPING A THEORETICAL FRAMEWORK OF RESPONSIVENESS IN EDUCATIONAL INSTITUTIONS AND NON-PROFIT ORGANIZATIONS by DIVYA NARENDRA BHEDA A DISSERTATION Presented to the Department of Education Studies and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2013 DISSERTATION APPROVAL PAGE Student: Divya Narendra Bheda Title: Developing a Theoretical Framework of Responsiveness in Educational Institutions and Non-Profit Organizations This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Education Studies by: Dr. Ronald Beghetto Co-Chair Dr. Joanna Goode Co-Chair Dr. Mia Tuan Member Dr. Patricia A. Curtin Outside Member and Dr. Kimberly Andrews Espy Vice President for Research & Innovation/Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2013 ii © 2013 Divya Narendra Bheda iii DISSERTATION ABSTRACT Divya Narendra Bheda Doctor of Philosophy Department of Education Studies June 2013 Title: Developing a Theoretical Framework of Responsiveness in Educational Institutions and Non-Profit Organizations A number of education institutions and non-profit organizations seek to be responsive toward the stakeholders they serve. They engage in numerous organizational and evaluative processes to be perceived as responsive. They consider evaluating and improving responsiveness, important to their practice. Unfortunately, such efforts are often impeded because there is a lack of clear understanding regarding what “responsiveness” means. One reason is that the current professional literature on responsiveness provides fragmented, ambiguous, and limited definitions of responsiveness. This theory-building dissertation offers a clear, expansive, and more holistic theoretical understanding of responsiveness. The derived definition and understanding of responsiveness is then used to develop and test a theory-driven process model (r-CriDo model) that serves as a tool to catalyze and monitor responsiveness in educational institutions and non-profit organizations. The r-CriDo model draws from critical feminist and subaltern theories where r stands for reflexive, Cri stands for critical and decolonizing, and the Do stands for action. This dissertation offers an overview of how professional practice could benefit from the tools derived in this study and ends with a discussion of the model’s strengths, limitations and future research possibilities. iv CURRICULUM VITAE NAME OF AUTHOR: Divya Narendra Bheda GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon, Eugene, U.S.A Women’s Christian College, Madras University, Chennai, India Mount Carmel College, Bangalore University, Bengaluru, India DEGREES AWARDED: Doctor of Philosophy, Critical and Sociocultural Studies in Education, 2013, University of Oregon Master of Science, Educational Leadership, 2009, University of Oregon Master of Arts, Communication, 2004, Madras University Bachelor of Arts, Communicative English, Psychology and English Literature, Bangalore University AREAS OF SPECIAL INTEREST: Responsiveness in Education Program Evaluation in Education Women’s and Gender Studies in Education Equity, Inclusion, and Representation in Curriculum Development PROFESSIONAL EXPERIENCE: Graduate Research Fellow, Diversity Affairs GTF and Program Coordinator, Oregon Young Scholars Pipeline Program, Office of Institutional Equity & Diversity, University of Oregon, 2010-2012 Graduate Research Fellow, Student Accountability and Diversity, Office of the Dean, College of Education, University of Oregon, 2009-2010 Graduate Administrative Fellow, Program Assistant, Department of Educational Leadership, College of Education, University of Oregon, 2008-2009 v Graduate Teaching Fellow, Teaching Assistant & Discussion Leader for Problems & Issues in Education, Department of Education Studies, College of Education, University of Oregon, 2007-2008 Hindi Language Teaching Instructor, Yamada Language Center, Department of Linguistics, College of Arts and Sciences, University of Oregon, 2007- 2008 Coordinator, Special Programs, American English Institute, Department of Linguistics, College of Arts and Sciences, University of Oregon, 2007 Kindergarten & Elementary English teacher, PSBB Learning Leadership Academy, Bangalore, India, 2006 Reebok Fitness and Swami Vivekananda Yoga Anusandhana Samsthana Certified Instructor, Fitness One Studios, Bangalore, India, 2005-2006 Public Relations Consultant and Event Manager, Adroit Public Relations, Chennai, India, 2004-2005 GRANTS, AWARDS, AND HONORS: Clare Wilkins Chamberlin Research Award and Graduate School Dissertation Research Award, University of Oregon, 2012 General University Scholarship, Office of Student Financial Aid and Scholarships, University of Oregon, 2008, 2009, 2010, 2011 Miller Family Scholarship, Women’s & Gender Studies, University Of Oregon, 2011 Oregon University System Ryoichi Sasakawa Young Leaders Fellowship Fund, or SYLFF Award from the Nippon Foundation, 2011 Jhamandus Watmull Scholarship Award, International Affairs, University of Oregon, 2010 Center on Diversity & Community, Summer Research Award, University of Oregon, 2010 Graduate Student Service Award, the Graduate School, University of Oregon, 2009 International Outstanding Student of the Year, Office of International Affairs, University of Oregon, 2009 vi David Moursund Scholarship, College of Education, University of Oregon, 2009 Ken A. Erickson Memorial Award, College of Education, University of Oregon, 2008 Campus Leadership and Involvement Award, Office of International Affairs, University of Oregon, 2008 Most Deserving Student Award, for service, Mount Carmel College, Bangalore, 2002 National Excellence in Public Speaking, National Cadet Corps, Government of India, 2001 PUBLICATIONS: Bheda, D. (2011). En "gendering" Evaluation: Feminist Evaluation but "I Am Not A Feminist!". New Directions for Evaluation, 2011, 131, 53-58. vii ACKNOWLEDGMENTS Dr. Ron Beghetto was the force that gave my ideas, thinking, and knowledge, direction in this theory-building dissertation. He introduced me to the field of evaluation, and offered me the lenses through which I learned to view, conceptualize, and articulate responsiveness as an extension of evaluation. Similarly, the guidance of Dr. Joanna Goode was invaluable. It was her supervision and knowledge that informed my practical application of critical feminist epistemology/ methodology, and enabled the development of this theory. Her constructive questions pushed me to strengthen my theory. Together, it was these faculty’s expertise, interest, and mentorship throughout the ideation, design, planning, implementation, and writing of this dissertation that made this work possible. I also wish to express my sincere appreciation of Dr. Pat Curtin and Dr. Mia Tuan for their close reading of this work from its inception. It was their critical questions and insights that challenged me to be more nuanced and specific in the planning of this study all the way through to representation. Their expertise in qualitative methodology ensured my own precision in employing these methods. It was their focus on the practical use of the models this dissertation offers that helped strengthen the writing of this dissertation. The anonymous student, staff, and administrator participants in this study are people to whom I am forever grateful. They opened their subjective professional worlds and personal perspectives and willingly invited me in, trusting me to understand and adequately represent their views and words. It must be acknowledged that this theory- building would not be possible without the willingness of my participants to help me; to share, educate, and be open and vulnerable with me about their lived experiences. The theory and model-building would have been impossible without their contribution. viii Writing this dissertation and completing my Ph.D. has been possible because of a number of people who at times inspired and motivated, and at other times challenged, mentored, or supported me in my getting here. The journey was not easy, and without them I would have surely failed. To the many students, staff, faculty, and administrators across the University of Oregon and outside—in the professional communities—whose friendship I have come to count on: you cheered me on. Thank you. I could not have done this without you. To friends by my side, whom I made the journey with—thank you. My family saw me through this process—every step of the way. Without them, this journey could not have been undertaken nor completed, and this manuscript would not be. Amma—your love helped me take this on and see it through. Ada—thank you for your dream. Hemapatti and Ramuthatha—the best story tellers I know—I am here for you and because of you. Sukumama, Jayanthimami—thank you for always being there and the time I spent with you home away from home. Nina, thank you for being the best sister I could ever ask for. Paapu—you bring me back to reality, keep me sane, and give my work meaning. Vasant, Arun, you know you helped. Divya—thank you for being my best friend and for always being just a phone call away. Revathiamma and Gopuappa, thank you for your support. Akshay—thank you for being the best brother I am so lucky to have. Rasika—your diligence motivates. And finally, Bhuv—my better half, you are the reason I got here
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