Browsing by Author "Unnithan, N. Prabha, committee member"

Now showing 1 - 5 of 5

Open Access
An investigation of United States federal policy attempts to reduce American Indian and Alaska Native disaster vulnerability
(Colorado State University. Libraries, 2016) Carter, Lucy, author; Peek, Lori, advisor; Unnithan, N. Prabha, committee member; Trumbo, Craig, committee member
To view the abstract, please see the full text of the document.
Open Access
Communication patterns in verbal versus non-verbal hostage negotiations
(Colorado State University. Libraries, 2014) Rassti, Roxanne M., author; Bloom, Larry, advisor; Davalos, Deana, committee member; Chavez, Ernest, committee member; Unnithan, N. Prabha, committee member
While the use of mobile phones and text messaging has made it easier for hostage negotiators to communicate with other law enforcement personnel in crisis situations, little research has examined how text messaging could be used to communicate with the perpetrator. The purpose of this preliminary, qualitative study was to explore the similarities and differences in communication patterns of two hostage negotiations, one that took place verbally and one that occurred through text message. Both transcripts were analyzed using the Crisis Communication Rating Scale (CCRS), a behavioral coding system developed by McClain (2004). The study provided initial insight into several important similarities and differences between the modes of communication. First, the hostage negotiator relied heavily on the use of personal and situational disclosures to resolve the situation, regardless of the mode of communication. Additionally, both the hostage negotiator and barricaded suspect used reflective statements more frequently when they were able to communicate verbally. Lastly, when communicating through text message, the hostage negotiator used persuasive statements more frequently, while the barricaded suspect used expressive statements of anger more frequently. Possible implications for training and practice are discussed.
Open Access
Hazed perceptions: a qualitative analysis of college students' definitions and perceptions of hazing in student organizations
(Colorado State University. Libraries, 2018) Alexander, Kellie D., author; Opsal, Tara, advisor; Unnithan, N. Prabha, committee member; Donovan, Jody, committee member
While hazing gains media coverage when tragedy occurs or incidences of hazing activities are leaked to social media, this topic at universities receives little to moderate sociological attention. Many consider hazing a widespread problem given that some research estimates that as many as 55 percent of college or high school students have been involved in these activities. Notably, however, additional evidence indicates that students often resist understanding hazing activities as such. Clearly, these kinds of attitudes are important to consider when developing anti-hazing programming or campaigns, especially as colleges and universities in the United States have witnessed a steady rise in hazing-related deaths and injuries, which have produced complex legal issues and questions. This study uses data obtained through semi-structured qualitative interviews of college students to understand how members of sororities, fraternities, and sports club teams define and understand hazing. These conceptualizations are compared to their university's official policy around hazing, and the differences and similarities between the two are discussed. This research illuminates three primary themes in how students define hazing, as well as a disjuncture between how students define hazing and how they perceive their own experiences of hazing. Policy implications and broader recommendations around hazing prevention will be considered.
Open Access
"How do you do the right thing and not get fired or ruin your career?": hazing in academic institutions – the role of university administrators in prevention and education
(Colorado State University. Libraries, 2025) Alexander, Kellie Dona, author; Opsal, Tara, advisor; Unnithan, N. Prabha, committee member; Nowacki, Jeffrey, committee member; Donovan, Jody, committee member
Hazing continues to be a pervasive issue on college campuses, posing significant risks to student health, safety, and well-being while undermining institutional efforts to create inclusive and supportive environments. One notable gap in the existing literature is the role of administrators involved in hazing prevention, education, and policy development at their respective institutions. This mixed-methods study explores hazing prevention and education by examining the mechanisms of prevention and education that administrators draw on, their perspectives and experiences, as well as the challenges faced by college administrators tasked with addressing this critical issue. Drawing on the perspective of organizational decline (Levine, 1978;1980), I argue that institutional, structural, and cultural differences significantly influence these barriers and shape how administrators navigate and overcome them. Through a combination of qualitative interviews with college administrators and quantitative surveys assessing campus hazing prevention and education efforts, this study aims to identify key obstacles to effective work in this arena and propose actionable strategies for advancing these efforts in higher education. The qualitative interviews explore administrators' experiences, perceptions, and strategies related to hazing prevention, with a particular focus on the challenges they face in balancing competing institutional priorities, gaining support from students and families, as well as the influence of donors and alumni. Based on these findings, I offer recommendations for strengthening hazing prevention initiatives. This research contributes to the literature on hazing and higher education by centering the experiences and perspectives of administrators, who play a pivotal but often overlooked role in prevention efforts. It also bridges the gap between theory and practice by integrating sociological insights with actionable recommendations, offering a roadmap for advancing anti-hazing initiatives that are both effective and sustainable.
Open Access
Human resource development practitioners' perspectives on competencies: an application of american society for training and development (ASTD) workplace learning andpPerformance (WLP) competency model in Malaysia
(Colorado State University. Libraries, 2012) Mohd Salleh, Kahirol, author; Gloeckner, Gene W., advisor; Timpson, William M., committee member; Venneberg, Donald L., committee member; Unnithan, N. Prabha, committee member
The intent of this research was to identify Malaysian Human Resource Development (HRD) practitioners' perceptions of competencies needed by HRD practitioners in organizations. The research was based on the American Society for Training and Development (ASTD) models for Workplace Learning and Performance (WLP) (Rothwell, Sanders, & Soper, 1999). The purpose was to assess the perceptions of Malaysian HRD practitioners in organizations regarding the importance of competencies for human resource development in organizational contexts. This study employed quantitative, cross-sectional survey, and an existing ASTD competencies instrument. Organizations were chosen based on the Federation of Malaysian Manufacturer's (FMM) database. Data for this study were collected from 144 HRD practitioners from various organizations in Malaysia who successfully completed the web-based survey. Data were analyzed using descriptive statistics, Exploratory Factor Analysis, ANOVA, t-test, and Pearson correlation. The findings of the study indicated that the Malaysian HRD practitioners perceived certain competencies as currently important and others as important in the future for their organization. The results were supported by a number of statistical findings with medium to small effect sizes. By using exploratory factor analysis, this study revealed that the Malaysian HRD practitioners perceived only 25 of the 52 competency items to be important. The results from this study have implications for the ASTD competency model and provide evidence that the competencies needed by employees and in organizations are changing over time.