DIANA RHOTEN, PhD — EXTENDED BIO

 

Diana Rhoten is the research director of the Hybrid Vigor Institute, a nonprofit educational organization committed to solving complex problems related to the environment, human health, and human perception by enabling and enhancing interdisciplinary research and collaboration. The work of the Institute educates, exposes, and engages individuals and organizations interested in the practices and benefits of interdisciplinary research and collaboration through a variety of services which can be tailored to meet their needs.

Rhoten joined Hybrid Vigor in June 2000. In addition to overseeing the overall research agenda, she is also the lead principal investigator for Hybrid Vigor's National Science Foundation-funded pilot project that is conducting an ethnographic and social network analysis of environmental interdisciplinary research centers. She brings to the Institute skills and experience related to organizational change and learning, knowledge sharing and management, interdisciplinary research methods, and program implementation and evaluation. She can be contacted at [email protected].

In addition to her responsibilities at the Institute, Rhoten is also an assistant professor (acting) at the Stanford University School of Education where she teaches courses in international development, educational policy, and applied interdisciplinary research methodologies. From September 1999 to September 2001, she was also the director of the Master's program in international comparative education at the Stanford University School of Education.

Originally from Massachusetts, Rhoten came to California in 1994 to pursue a doctoral program in education at Stanford University. Since enrolling in the program, her research has focused on the social, economic and cultural processes of globalization and their impacts on education and social policy in North and South America. As a Fulbright Scholar, Rhoten spent a year (1997-1998) in Argentina conducting research for her dissertation, Global-Local Conditions of Possibility: The Case of Education Decentralization in Argentina. Following her work in Argentina as well as in Chile, Honduras, Uruguay, and the United States, in 1998 Rhoten was awarded the Stanford University Lieberman Fellowship which is given annually to a handful of doctoral students selected from across the university on the basis of their promise as a scholar, teacher, and leader in the academic community.

Rhoten graduated from Stanford University in 1999 with an M.A. in Sociology (Organizational Studies) and a Ph.D. in Social Sciences, Policy, and Educational Practice (International Comparative Education). She has since authored and co-authored several articles, studies, and reviews focusing on multi-level and multi-method policy analysis, program implementation and evaluation, and organizational change. She has also lent her expertise in these areas as a consulting research methodologist, policy analyst, and implementation specialist to a number of international and national organizations, including the World Bank, the Inter-American Development Bank, the International Labour Organisation, the Consortium for Policy Research in Education, and the Ford Foundation, as well as several national governments in North and South America.

Before relocating to California, Rhoten was a policy analyst and the director of international education and economic development for the Commonwealth of Massachusetts from October 1992 to August 1994. In this position she advised the Secretary of Education and the Governor on policies and programs related to international education, economic/workforce development, adult education, and community and youth service. She prepared and secured a five-year federal grant to implement statewide school-to-work system ($33 million), managed youth, adult, and community education/training programs, oversaw the educational components of international trade missions, and developed and implemented international education and training programs (e.g., student loan programs, institutional exchanges, research collaborations).

Before working for Governor Weld's administration, Rhoten attended the Harvard University Graduate School of Education where she earned an M.Ed. in International Development Education in 1992. In addition to having studied international relations as an undergraduate at Brown University (1984-1988), Rhoten's interest in the field of international development and education had been spurred by her experiences living and working as a teacher and international development research assistant in Japan between college and graduate school.