Catherine Ross

Citation

Thesis Title
Tactical Enacting: A Grounded Theory

Read article at Massey Research Online:

Tertiary education professionals work in a fluctuating environment dominated by a performativity culture, intensifying workloads, decreasing resources and changing student relationships. This environment creates particular concerns for the category of education professionals known as learning advisors. Ms Ross used grounded theory methodology to investigate the experiences of learning advisors working in tertiary education organisations in New Zealand. From her research she discovered the grounded theory tactical enacting. In tactical enacting learning advisors are working tactically towards a variety of ends. While student success is one of these ends, the more critical end for advisors is maximising their contribution to organisational performance goals. By maximising their contribution in this way advisors are hoping to secure their place within tertiary education. Ms Ross's research has offered valuable insight into the influences at play in contemporary tertiary education organisations and how those influences impact on the way learning advisors carry out their work.

Supervisors
Associate Professor Nick Zepke
Dr Linda Leach
Dr Clare Mariskind