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Persson, Jennie. "Talking Collaboration: Conceptualizing Collaborative Research for Sustainable Development in Theory and Practice." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-358216.
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Cross-collaborations and interdisciplinarity have become buzzwords in academia as it has been identified and argued, that going beyond traditional academic boundaries is essential for providing solutions to complex, societal problems. Currently, most of the scholarly literature on collaboration focusses on sub-issues, such as arguments for and against the crossing of fields and disciplines, while there is a lack of practical case studies exemplifying its effect. The objective of this research was therefore to explore the arguments underlying initiatives to start an introductory collaborative program for young academics, identify these programs’ roles in the researchers' collaboration capacity, and thus, to gain understanding of how collaborative programs can contribute in the process of equipping young researchers with valuable tools to tackle today's and tomorrow's complex challenges linked to United Nations 2030 Agenda for Sustainable Development and its seventeen Sustainable Development Goals. The research for this thesis was done in two steps: (1) to search for a conceptual framework on the topic of research collaboration, and (2) presenting a single-case study of one example of a collaborative research enhancing program by conducting qualitative interviews with key respondents. This thesis explicitly includes an assessment of current theories on the development of collaborative and interdisciplinary research teams and the relevance of these for enhancing scientific capacity of innovation, effectiveness and progress. It concludes that collaborative research is an ambiguous and fluid concept. Although concepts and theories around this phenomenon have been proposed, there is no coherent consensus on the concept in the scholarly literature. Furthermore, the case study presented in this thesis offers a unique insight into young researchers’ experiences of participating a collaborative research program. It is recognized that there is a consensus among the persons interviewed that participating in a collaborative research program has greatly contributed to the individual researcher’s professional development. It is further recognized that the lack of standardized indicators for collaborative outputs implicates on the possibility to argue for the proposed benefits of collaborative research in relation to the Sustainable Development Goals.
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Thomas, Elisa. "The role of intermediaries in collaborative research and development projects." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4741.
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Previous issue date: 2014-05<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>It has long been stated in the literature the effects of collaboration to innovation, especially regarding research and development (R&D) activities. However, these are dynamic empirical fields. Therefore theoretical approaches face constant challenges to understand and explain the new evidences. Due to the limited scope and scale of organizations to search and identify partners with complementary knowledge and resources, and to select those with potential to effectively cooperate for R&D, there is an increasing emergence of agents who provide these services in the market. Called intermediaries or brokers, they influence the interaction among organizations with the common goal of innovation. Still, the literature has reported that the intermediary may play an important set of functions for R&D projects not limited to the search of partners. This thesis is therefore mainly concerned with the influence of innovation intermediaries in the context of collaborative R&D projects, suggesting a conceptual framework on the role of intermediaries. The framework emphasises that R&D collaboration goes beyond dyadic relationships usually highlighted in the literature. The roles of intermediaries provide an important additional dimension in collaborative R&D projects. The empirical part of the thesis explored three case studies: Force for Elastomers, from the Federal University of Rio Grande do Sul in Brazil; the Orange Service Call and Reward project undertaken by the National Endowment for Science, Technology and the Arts (NESTA) for Orange; and the StarStream project from the University of Southampton, both in the United Kingdom. The results confirmed the influence of innovation intermediaries in most of the critical elements of a R&D project. The study advances the understanding of the influence of intermediaries for the beginning of a new project between partners. The analyses also show that intermediaries influence especially through the search for possible partners and the management of the relationship. However, the activities of research and knowledge production as well as activities of development and prototyping were not directly influenced by intermediaries. The stage after R&D, when the partners had reached positive results from activities, received a major influence from intermediaries who helped the firms to protect the inventions and to value and commercialize the new technology. Research outcomes still reveal that there is still a lack of measurements about intermediaries’ effectiveness and therefore firms involved in partnerships cannot fully evaluate their role.
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Sansak, Avorn. "Empowering women in rural development : a collaborative action research project in Northern Thailand /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030520.111031/index.html.
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Sansak, Avorn, of Western Sydney Hawkesbury University, Faculty of Agriculture and Horticulture, and School of Agriculture and Rural Development. "Empowering women in rural development : a collaborative action research project in northern Thailand." THESIS_FAH_ARD_Sansak_A.xml, 1996. http://handle.uws.edu.au:8081/1959.7/722.
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The development policy and plans of the Thai government have emphasized economic growth aimed at 'modernising' the country, enacted through agricultural modernisation and industrialisation under the name 'rural development'. Women In Development (WID) approaches based on the modernisation model have been added to 'development' plans more recently. Examination of the effects of these WID programmes upon rural women demonstrates that poor women are disempowered by the 'top-down' rural development programmes. This study is an attempt to test collaborative action research (CAR) as a methodology to empower rural women to become the decision makers in the rural development process. CAR was carried out in Sandee Village, northern Thailand. This suggests that rural women can be empowered through continuous cycles of the collaborative learning process of planning, acting, observing and critical reflection with the researcher acting as a facilitator. Through this learning process, rural women have increased their capacity to make choices, to deal with existing constraints and to create changes. In this respect 'development' can be initiated from within.<br>Doctor of Philosophy (PhD)
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Söderström, Nils. "Product development of an end-effector for a collaborative robot." Thesis, Blekinge Tekniska Högskola, Institutionen för maskinteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19636.
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With the ever-growing market of six-axis robots in the previous years, many different kinds of robots have been introduced into the market. A smaller group of so-called collaborative robots have during this time gotten increased popularity. One of the inconveniences with this type of smaller robot is the lack of internal pneumatic capabilities, which leads to external cables and tubing. This can cause problems with the cables attaching into unintended things and coming loose which could result in production stops, machine failure or other potential damage. Another part of this is that the external cabling hinders the robots sixth axis of rotation. The need for air pressure is to supply the common pneumatic grippers that the robots often use to gain pick-and-place capabilities. Cobotech Kalmar AB is a company based in Kalmar which specializes in robot integration with these collaborative robots. The purpose of this project is to together develop a product concept that can minimize the external cabling needed on the robot while still allow full rotation in the sixth axis. On top of this, the product should have plug-and-play capabilities to decrease the installation time of a robot unit. The method to develop the results is the participatory action research (PAR), with the five different steps that the method includes: problem approach, design/planning, acquiring data, analysis and reflection. The result of the thesis shows that it is possible to decrease the external air tubes and installation time of a collaborative robot. This can be achieved while not decreasing the robots range of motion. By developing an innovative end-effector for the robot the main problems caused by pneumatic grippers can be eliminated. The conclusion of this thesis is a concept product that has one air input and five outputs. This allows for the minimization of the external air tubes needed to only one. The product has a swivel function incorporated which allows full rotation of the robots sixth axis. This together with having the valves seated in the end-effector makes this conceptual product plug-and-play.<br>Med en ständigt växande marknad för sexaxliga robotar de senaste åren har många olika robotar introducerats till marknaden. Av dessa har mindre kollaborativa robotar vuxit i popularitet. Ett problem med många av dessa mindre robotar är att de inte har tryckluft inbyggt i armen som många av sina större bröder vilket leder till att tryckluftslangar måste dras externt på roboten istället. Detta kan leda tillatt kabeln fastnar och rycks loss vilket i sin tur kan leda till produktionsstopp, att maskiner skadas eller annan potentiell skada på antingen maskiner eller människor.Ett annat problem med att externt dra kabel är att den hindrar robotens sjätte rotationsaxel. Anledningen till att ha tryckluft på roboten är för att ha möjlighet att installera pneumatiska gripdon. Cobotech Kalmar AB är ett företag bosatt i Kalmar som specialiserar sig på att integrera kollaborativa robotar i olika tillverkande industrier. Syftet med detta projekt är att tillsammans utveckla ett produktkoncept som minimerar de externa kablarna på roboten och ser till att roboten får full rörlighet i sin sjätte rotationsaxel. Utöver detta ska produkten arbeta mot att ha plug-and-play kapacitet för att minska installationstiden ute hos kunden. Metoden som används för att få fram resultaten var deltagande aktionsforskning,som innehåller de följande fem stegen: problemformulering, design/planering, in-samling av data och reflektion. Resultatet av denna rapport visar att det är möjligt att minska externa luftslangar samt minska installationstid på kollaborativa robotar. Detta kan göras utan att minska robotens funktion. Genom att utveckla en innovativ end-effector till Universal robots produktutbud kan man eliminera de främsta problemen med pneumatiska gripdon. Projektet har resulterat i en nära färdig konceptuell produkt som innovativt använder magnetiska miniatyrventiler tillsammans med en svivelfunktion för att enbart ha en tryckluftkabel som input till produkten. Produktens swivelfunktion frigör robotens sjätte rotations-axel. Detta tillsammans med ventilerna som sitter i produkten gör att den får plug-and-play funktion.
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Chin, Christina May May. "Development of a project management methodology for use in a university-industry collaborative research environment." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12941/.
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This study examines the growth, need for and demands on university-industry collaborative (UIC) partnerships as a vehicle for the nation‟s development through technological innovation. In Malaysia, gaps and weaknesses exist when compared to best practices, these limit the establishment and overall effectiveness of UICs. In the Malaysian context, UICs are by no means a new phenomenon, however the approaches adopted, the success stories and related issues have not received significant academic attention. Thus, this study aims to provide an insight into collaborative endeavours in Malaysia. This study adopted an exploratory interpretative case study approach via semi-structured interviews and self-administered questionnaire survey to collect data from university researchers, industry players and research agencies. This data, along with the findings from an extensive literature review were used to benchmark best practices and define the requirements that are placed on a PMM designed specifically for use in the Malaysian UIC project environment. Based on this analysis, a novel and appropriate PMM was developed and subsequently evaluated by an expert panel and iteratively refined. The primary outcome of this study is a PMM guidebook for use in the initiation, planning, execution, monitoring and closing of UIC research projects. The PMM developed aims to make project management best practices accessible and appropriate for the needs of UIC researchers and also encourages academic researchers to embrace project management knowledge which in turn helps them to understand industrial needs and wants. The PMM developed is customisable for project size and nature. It consists of a set of processes, templates, tools and techniques to assist in the planning and management of the project throughout the entire life cycle. The components of the PMM are (1) project management processes such as initiating, planning, executing and monitoring project progress with (2) a selection of tools and techniques to communicate delivery to the satisfaction of all stakeholders; (3) consolidated and integrated set of appropriate best practices and values of project management and (4) a list of references of terminology as a common denominator and language for us in the project environment. NB Please note that the online version does not include volume 2 of the printed thesis:Project management methodology [PMM] guidebook.
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Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16084/.
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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, however, we can envision a professional place where the divide does not exist. Addressing this divide requires teachers and academics, when they do come together for the purpose of collaborative work of any kind, to actively seek to understand each other's work. This study examines one school and university partnership that was modelled on the principles of a Professional Development School. It investigates the meeting talk between groups of teachers and academics as they plan and report on a collaborative project aimed at improving Mathematics teaching practices in the school. Whereas most research investigating school and university partnerships addresses the outcomes of such partnerships, or attempts to describe and advocate for ideal partnerships, this study considers the actual interactional work of the participants as they engage in the everyday and ongoing activities of partnership. It shows how partnerships are constructed through talk and activity. Instead of considering the partnership as a predetermined and pre-existing phenomenon, this study adopts the view that the work of partnership is an ongoing accomplishment through the activity of the participants. In this way, this study shows the local social order of a partnership as it was built, maintained and transformed through the interactional work of the participants. Both the institutional setting and the participants' enactment of partnership work contribute to the establishment of the social and moral order of the partnership. The principal question addressed in the study asks how participants accomplish the partnership work through their social interactions with one another. It considers the interactional resources that the partners (teachers, interns and academics) use to construct their talk and interactions with one another in the project; and how the partners construct themselves and the other members as members of the partnership, as academics/researchers and as teachers. This study drew on ethnomethodological resources to develop understandings about how the participants accomplish the partnership work through their talk-in-interaction. The specific focus is the talk of partnership that occurred in meetings between members of the school and of the university. These meetings were audio-recorded, transcribed, and finely analysed using the techniques and procedures of conversation analysis and membership category analysis. These methodological resources revealed the social and moral orders at work. Analysis of the meeting talk shows the specific activities and relationships developed by the principal of the school in the accomplishment of the partnership; the ways in which the various participants develop and use their claims to expertise (or lack of it) in doing partnership work; and how participants use the institutional resource of meeting talk to accomplish the partnership work. The study is of significance to educators, teachers and academics. It provides new and rich understandings about how school and university partnerships are accomplished through the participants' meetings. It shows the resources that the participants use to construct and accomplish their different kinds of expertise, to enact the leadership activities required, and to co-construct the various features of partnership. The study offers analytic tools for uncovering the interactional resource of the participants. The ethnomethodological resources, particularly conversation analysis and membership category analysis, can be used to analyse in close detail the social interactions of participants in the institutional talk of meetings. In showing how the social and moral orders of partnerships are revealed and by offering understandings of the pragmatics of school and university partnership, the social structure of school and university partnerships is explicated. The study offers one example of what a school and university partnership can be like. Epistemologically, it explores and exposes the kinds of knowledge produced from this kind of accounting for school and university partnerships. It shows how the work of partnership can be accomplished by participants, rather than attempt to claim how it should be done.
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Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.
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The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was a collaborative action research project undertaken with 5 Basotho teachers and their classes, In which the teachers selected aspects of their own teaching for Investigation, experimenting with new classroom methods and evaluating their effects. The researcher acted as consultant to the team, whl Ie monitoring and reflecting on the process of consultancy. Concurrently she carried out an observational study of typical teaching-learning processes In 15 other Development Studies classes, and then undertook a sma II action research project Into the teaching of thinking ski IIs. It was found that Development Studies lessons were commonly teacher-centred and didactic, with little pupl I participation and low levels of cognitive ski II. When the teacher-researchers Introduced pupl I-centred, activity-based methods, they found It possible to Increase participation, encourage an open view of knowledge, and make pupl Is more Independent. The level of cognitive skll Is could be raised by deliberate challenge and by Instruction In study skll Is. However, rather than stating firm conclusions, the team has set out a series of propositions for teachers to test further. It Is argued that the process of action research helped the teachers to develop as "reflective practitioners", acquiring Insights Into their own teaching and becoming capable of self-generated growth. Peer support and the various roles played by consultants both appeared Important. It Is concluded that, as wei I as producing practical suggestions for teachers, action research can be a useful and appropriate method of professional development In a developing country, though a supportive Infrastructure Is necessary where the professional ml Ileu Is underdeveloped. The Implications for educational research, teacher education, and INSET are discussed, and recommendations made.
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Fean, Paul. "Coming to know about teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39414/.
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This study re-presents an open-ended process of coming to know through designing, conducting and analysing an action research project with youth and adult education teachers in Khartoum, Sudan. The inquiry responds to the overarching question: What knowledge can I generate about teaching, its development and my researcher practice through collaborative action research with teachers in Sudanese youth and adult education schools? This multifaceted focus encompasses reconnaissance into teaching practices and adult education, the processes of action research and teacher development and reflexive analysis of epistemological positioning and knowledge construction through our collaborative investigation. The action research forms the substantive basis of this thesis, constituting diverse processes of coming to know by the participating teachers and myself. Our interactions as practitioners and researchers interrogated the teachers' contextualised, practical knowledge through academic mechanisms of data collection and analysis. The teachers reflected upon their taken-for-granted understandings of education, their school contexts and their practice, and re-cast them as more complex. Participation in the study resulted in the teachers becoming ‘learners-focused' by developing greater focus on their practice, by being mufetih (observant and analytical), by being close to learners and by increased experimentalism. These dispositions were combined with a shift in the teachers' epistemological positions towards ‘authoritative uncertainty', in which partial, contextualised and contingent knowledge was recognised as legitimate, facilitating re-construction of their knowledge to develop their practice. In this narrative account, the field research is framed by my evolving theoretical understandings which informed the design, analysis and re-presentation of the study. An autobiographical introduction to my experience in Sudan outlines my nascent professional stance towards education development. I then explore my increasingly critical understanding of research on teachers and pedagogy in Africa and discourse on education quality in low-income countries. I discuss the formation of my specific researcher identity through postcolonial theorisation of my ethical stance towards making a difference in the field of practice, namely Sudanese schools. In this thesis, layered re-viewing, which derives from an epistemological stance of the partiality and contingency of knowledge, facilitates re-presentation of moments in which understanding is challenged and re-formed by theorisation and experience. Re-viewing literature and theoretical analyses brings new epistemological, ontological and ethical understandings, as my focus on ‘the practical' in field research has been supplemented in the post-fieldwork period by ‘the practical' in the academy, a contested domain of knowledge production. To conclude this thesis, the position of ‘authoritative uncertainty' is applied in the reflexive deconstruction of the study, as the action research process and outcomes are re-viewed through postcolonial and feminist theories to unpick the situated complexities of cross-cultural practitioner research and its representation. While coming to know is a continuous process, its representation in this thesis reaches an arbitrary conclusion by proposing how coming to know teaching practices, action research processes and reflexive researcher analysis might bring new perspectives to academic and policy initiatives for teacher development.
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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
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Brown, Vincent Jay. "Audience factors in the collaborative writing, cycling, and revision of a technical report at a contract research and development laboratory." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287420794.
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Farrell, Mary. "Collaborative research & development in the European Community BRITE-EURAM programme 1987-1994 : frameworks of innovation in Spain and the UK." Thesis, London School of Economics and Political Science (University of London), 1996. http://etheses.lse.ac.uk/1996/.
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This thesis applies the neo-functionalist theory of integration to a study of the European technology policy, taking the BRITE-EURAM programme as a case study. A three- level mode of analysis is used to examine actor behaviour: actors at the micro-level, national technology systems, and the European-level institutions. The study makes a comparative analysis of participation by two of the European member states, the United Kingdom and Spain, to examine the community building processes that operated in each. The national institutional system in which economic actors operate influences their behaviour, and the analysis of the European technology collaboration identified the political changes that took place within the context of particular national institutional systems. One variable that is key to the process of integration is the technological capability of the national system. At the supranational level, the ideology and ideas underpinning technology policy created a market-based community, excluding other interests. The effect is to compromise any attempt to upgrade the common interest through directing technology policy towards economic and social cohesion.
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Peterson, John Carl. "The politics of European technological collaboration : an analysis of the Eureka Initiative." Thesis, London School of Economics and Political Science (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281939.
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Chen, Shin-Horng. "Collaboration in industrial research and development : its nature, rationale and geography." Thesis, University of Newcastle Upon Tyne, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241346.
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Pogue, TE. "Technological Dynamics in South African Mining and the Development of Racial Occupational Mobility Restrictions." Tshwane University of Technology, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001621.
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Abstract
The paper illustrates the role of political and social dynamics upon technological change.
Examining dynamics transforming excavation practices on South Africa’s goldmines, it
describes how a technology that opened up a range of social and economic opportunities
became a constraint on those opportunities. This technology’s development and diffusion
thereby established a critical precedent in the spread of racial occupational mobility
restrictions. Collaborative innovation is also a dominant feature in the analysis, highlighting
both its historical importance in South Africa as well as the need for caution in its
contemporary promotion.
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Finley, Sandra Jean. "Collaboration between a researcher and science teachers as research and professional development : a two-way learning street /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Kong, Xiang Jun. "The structure and evolution of research and development collaboration network :An example of monoclonal antibodies." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953255.
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Marshall, Cassandra. "Dating for innovation : recognizing and creating opportunities in fluid environments through collaborative interorganizational relationships." Doctoral thesis, Handelshögskolan i Stockholm, Programmet Människa och Organisation (PMO), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-531.
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Both practice and theory present good reason to believe that collaborative interorganizational relationships have become particularly important for innovation and new product development in industries characterized by rapid technological change and dynamic competition. Even though collaboration across organizational boundaries represents an important change in the way companies innovate and develop new products (services and processes), it appears as if the process and practical steps of such arrangements are scantly explored. The thesis Dating for Innovation addresses this gap by empirically studying a focal company’s attempts to bring new opportunities into the world through collaborative interorganizational relationships under conditions marked by fluid change. A diverse set of research methods ranging from an insider action research approach to more conventional case study methods were applied to shed light on contingencies that may play a role in influencing the process and practical steps. The result suggests an explorative logic and process, where the partners make use of interorganizational relationships as a means to explore the knowledge necessary for creating, recognizing, and, eventually, developing future opportunities. Not only interest and continued motivation, but also calculated costs and perceived risks, were thus outcomes of the collaboration rather than prescribed beforehand. Furthermore, the empirical findings suggest that corporate entrepreneurs at lower levels in the organization have a more significant influence than previously assumed. From a general point of view, these results imply that parts of the process can be facilitated, but not all initiatives or activities can be directed. Managers are thus challenged to reflect on how to productively deal with interorganizational innovation activities without adapting a classical linear and/or hierarchical monitoring of interorganizational innovation initiatives.<br>Diss. (sammanfattning) Stockholm : Handelshögskolan, 2004 [10], iii, [1], 107 s.: sammanfattning, s. 108-265, [6] s.: 5 uppsatser
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Spaan, Mathew. "The Role and Structure of Mediating Entities in University-Community Partnerships: An Examination of Urban Routes." ScholarWorks@UNO, 2004. http://louisdl.louislibraries.org/u?/NOD,160.
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Thesis (M.P.A.)--University of New Orleans, 2004.<br>Title from electronic submission form. "A thesis ... in partial fulfillment of the requirements for the degree of Master of Public Administration."--Thesis t.p. Vita. Includes bibliographical references.
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Paiva, Debora Maria Barroso. "Um processo envolvendo elementos de design rationale para projetos de pesquisa em software." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092007-104959/.
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O volume crescente de projetos de pesquisa que envolvem software motiva a realização de análises sobre os processos utilizados no desenvolvimento desses projetos, considerando-se as atividades realizadas, os resultados obtidos e a aplicação de recursos. Na área de Engenharia de Software, processos têm sido propostos nos últimos anos com o objetivo de contribuir para o desenvolvimento de projetos de pesquisa que envolvem software. Busca-se, de forma geral, auxiliar o gerenciamento dos diversos artefatos que podem ser gerados, por exemplo, modelos, código fonte, relatórios técnicos e artigos científicos. As soluções apresentadas na literatura começaram a ser propostas recentemente e, portanto, os estudos realizados nessa área apresentam-se em estágio bastante inicial. Dessa forma, o objetivo deste trabalho foi definir um processo para o desenvolvimento de projetos de pesquisa envolvendo software, que esteja de acordo com um conjunto de requisitos identificado e que possa contribuir para a evolução desses projetos. Para reforçar a continuidade dos projetos, foi estudada a abordagem de design rationale, com o objetivo de oferecer meios para que as decisões sejam capturadas e registradas em fases específicas do desenvolvimento. O processo de documentação foi enfatizado, ou seja, foi investigado como a abordagem de design rationale poderia ser utilizada para melhorar a documentação dos projetos de pesquisa. Como um resultado obtido, foi definido um modelo para representação de design rationale (DR-SACI), implementado em uma ferramenta CASE e avaliado em um experimento<br>The increasing volume of research projects in the context of software is a motivation for analyzing processes which are used to develop such projects, regarding activities that are carried out, results that are gathered and application of resources. In the Software Engineering area, recently, processes have been considered with the objective to contribute for research projects development in which software is an element. Overall, the main purpose is to help management overtime of artifacts that can be produced, such as, models, code, technical reports and scientific papers. However, research developed in this direction and solutions discussed in the literature are presented in an initial stage. Therefore, the objective of this work was to define a process for development of research projects regarding a set of requirements. It is expected that such process can be useful to contribute for evolution of these projects. To reinforce the aspect of research project evolution, the design rationale approach was studied. The goal was to provide the opportunity of capturing and registering decisions in specific development phases. The documentation process was emphasized, i.e., the design rationale approach was analyzed focusing on the improvement of research projects documentation. As a result, a model for design rationale representation was defined, implemented in a CASE tool and evaluated by means of an experiment
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Rodrigue, François. "Examining the Process and the Outcomes of a 12-Month Learning Journey of Intercollegiate Sport Coaches Accompanied by a Personal Learning Coach." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39929.
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The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice.
This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles.
The first article suggested reflective cards as a useful tool for coaches to engage in
reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal
learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories.
The four articles together make novel theoretical and practical contributions to the field
of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.
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Gislén, Mikael. "Achieving Agile Quality : An Action Research Study." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13732.
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SUGINO, Tomohide. "Human Development and Collaboration with Universities in Japan International Research Center for Agricultural Sciences (JIRCAS)." 名古屋大学農学国際教育協力研究センター, 2004. http://hdl.handle.net/2237/8938.
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Dalborg, Per, and Linnea Henriksson. "Outsourcing R&D in the Defense Industry : Developing Strategies for Collaborating with Indian Suppliers." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106367.
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An important step in making an impact on the Indian market, Saab India Technology Center, SITC, was inaugurated on October 21, 2011. SITC is a collaboration with the Indian company Tech Mahindra, and supplies all of Saab’s Business Areas with skilled engineers. The growing interest for SITC has spread to TDH, the department for Human Machine Interface and Avionics. Possible benefits, but also challenges, of utilizing SITC have been discussed. This thesis attempts to address challenges and maximize benefits for TDH by exploring how a Swedish R&D organization in the defense industry, that has a tradition of performing most work in-house, can initiate outsourcing to a supplier in India. In order to do this, a literature study was performed. Since gaps in the literature regarding outsourcing in the defense industry were identified, a combination of a descriptive and exploratory research approach was chosen. Following the literature study, interviews were conducted to collect experience from working with external partners at TDH, experience from working with SITC, experience from other companies that have outsourced R&D to India and experience of working with Saab from SITC. Empirical data was also gathered via informal meetings and observations during the researchers’ 5 month stay at TDH in Sweden and SITC in India. The outcome of this study shows that drivers and risks for outsourcing R&D, as well as the characteristics of the outsourcer and the supplier, will influence how the strategy for initiating outsourcing should be built. TDH’s main drivers in deciding to use SITC are mainly cost reduction goals, the possibility to access the Indian defense market and the opportunity to gain knowledge from collaborating with international suppliers. The type of risk that is most urgent for TDH is operational risk. Risks in this category, like overestimating cost reduction and risks associated with not understanding cultural differences are all highly relevant for any organization with limited experience in outsourcing. Strategy wise, the main finding is that an R&D organization in the defense industry will benefit from working in a more collaborative manner than traditional outsourcing entails. In an R&D organization, tasks are often complex and highly integrated with each other which, combined with a limited level of outsourcing experience, requires a tighter collaboration. With a high level of involvement from the outsourcer, problems can be detected early and insufficient requirements can be handled. Close collaboration also enhances knowledge sharing, which is important to ensure that the goal of gaining knowledge from international collaboration is achieved. Furthermore, organizational acceptance can be improved by a collaboration that enables close contact between outsourcer and supplier. Improving acceptance in the organization for collaborating with the supplier should be prioritized in order to strengthen the positive effects of outsourcing.
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Zorotovich, Jennifer, and Madison Wiggins. "Tales from the Mentor and the Mentee: Faculty-Student Collaborations in Undergraduate Student Research." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/44.
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The benefits of undergraduate student research are vast and have been well documented by the literature (Lopatto, 2003, 2010; O’Donnell, Botelho, Brown, Gonzalez, & Head, 2015; Russell, Hancock, & McCullough, 2007) despite barriers that have withstood the test of time (Wayment & Dickson, 2008). The current workshop will be led by a faculty-student duo, both with extensive experience in undergraduate research. Using evidence-based research, presenters will provide an overview of the benefits and barriers to undergraduate research and will present a logic model used for successful faculty-student collaboration. An interactive component of this workshop will prompt audience members to construct personal logic models to specifically explore their goals and feasibility in undergraduate research programming.
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Justine, Olausson. "Tomorrow Was The Golden Days : An Archive For SUpporting Collaboratie Mobility in Addis Ababa." Thesis, KTH, Urbana och regionala studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-159211.
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Over the past two decades a body of scholarship on the Global South has begun to present new ways to conceptualize African cities and their spatio-temporal specificity. Despite this, the city of Addis Ababa in Ethiopia is moving towards the reestablishment of its faded glory through means of aspatial modernization. The city’s aspirations for distinction and visibility can be seen as responses to the variable scales of contemporary urban systems. As ‘place’ is arguably no longer a singular concept, cities are rooted in relational networks rather than in ‘place’ alone. ‘Locality’ thus extends beyond the physical site to include linkages with a network of places around the world. Using an art-based research methodology, this research contributes to the discourse of urban development in the Global South generally, and Addis Ababa specifically. Findings are juxtaposed through documentation that includes theoretical essays, reportage, survey-informed graphics, interviews, and excerpts from a short film series and an existing plan for the Megenegna area. Potentials and challenges of place-based conceptions of urbanism are discussed, linking to the legacy of the 1960s mechanical and social paradigms. The insitutional role of UN-Habitat in the global collective supports is discussed for potential to supports existing resources and demographics for improved mobility and accessibility.
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Santos, Josafá Miranda dos. "Implementação de Trabalho de Conclusão de Curso em cadeia criativa em uma escola da rede pública do estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21688.
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Previous issue date: 2018-10-22<br>This research aims to critically analyze how the Creative Chain and Critical-Collaborative
Research could contribute to the implementation of the development of the Final Paper
processes (trabalho de conclusão de curso, TCC, acronym in Portuguese) in the 3rd years of
secondary education using their theoretical and methodological concepts. and, at the same time,
collaborate with the development of managers, teachers and students as researchers in the 3rd
years of secondary education. The research was based on the following question: 'How to
implement the practice of the Final Paper processes in the 3rd years of High School through
Creative Chain?” involving critically and creatively researchers from three instances -
management team, teachers and students? This study is based on the principles of Socio-
Historical-Cultural Activity Theory, focusing on the understanding of the historical, social and
cultural development process of the teachers and students involved in this research. In order to
answer the question, a Critical-Collaborative research was carried out, with the participation of
-administrators, coordinators, teachers from different areas of knowledge, researchers from
PUC-SP, and students from a school located in the city of Guarulhos, São Paulo. Data collection
was carried out by audio and video recordings from several activities (meetings with
researchers, management team and teachers, and meetings among teachers, coordinators and
students), as well as summaries for the assignments developed by students. The analysis,
through actions of critical reflection (Describe, Inform, Confront and Reconstruct), allowed
both to conduct data discussion and to enable the development of this project. Results show that
the group achieved collaborative work when it comes to the development of the participants as
researchers as well as the proposals to implement the Final Paper processes, since the
participants interacted, exchanged experiences, researched and performed critical analysis of
reality. This study made it possible to create circumstances for the implementation and
organization of the Final Paper as a permanent activity of the school unit, collaborating with
teacher development process and pedagogical action<br>Esta pesquisa tem por objetivo analisar criticamente a implementação do trabalho de conclusão
de curso (TCC), nos 3º anos do ensino médio de uma escola pública estadual, utilizando as
concepções teóricas e metodológicas de cadeia criativa (CC) e de Pesquisa Crítica de
Colaboração (PCCol). A investigação deu-se a partir do seguinte questionamento: “como
implementar um trabalho de conclusão de curso nos 3º anos do ensino médio, por meio da
cadeia criativa?”. A pesquisa está fundamentada nos princípios da Teoria da Atividade Sócio-
Histórico-Cultural, focando a compreensão do processo de desenvolvimento histórico, social e
cultural dos docentes e discentes colaboradores neste estudo. Para responder à pergunta, foi
realizada uma pesquisa crítica de colaboração da qual participaram os gestores, os professores
das diversas áreas do conhecimento e os alunos de uma escola situada no município de
Guarulhos, pertencente à rede pública estadual de São Paulo, além das pesquisadoras da PUCSP.
Para a coleta de dados, foram realizadas gravações em áudio e vídeo de diversas atividades
(reuniões com pesquisadores; reuniões da equipe gestora e professores; reuniões entre
professores coordenadores e alunos), além dos resumos dos trabalhos desenvolvidos pelos
alunos. A análise, por meio de ações da reflexão crítica (descrever, informar, confrontar e
reconstruir), permitiu tanto realizar a discussão dos dados como viabilizar o desenvolvimento
do projeto. Os resultados demonstram que foi construído um trabalho colaborativo no contexto
da formação, conduzindo-o ao encontro da proposta de implementação do trabalho de
conclusão de curso, uma vez que os participantes interagiram, trocando experiências,
pesquisando e realizando análises crítico-reflexivas da realidade. Esse aprofundamento nos
estudos de formação possibilitou a ideia de implementação e organização do trabalho de
conclusão de curso como uma atividade permanente da unidade escolar, colaborando com o
processo de formação e da ação pedagógica dos professores
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Montalvão, Eliza Cristina. "O desenvolvimento profissional de professoras iniciantes mediante um grupo colaborativo de trabalho." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2205.
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Previous issue date: 2008-06-06<br>Universidade Federal de Sao Carlos<br>The early years of professional activity are the period in which new graduates face the challenge of completing their transition from students to teachers. Research has shown
that this phase is characterized by intense learning and significant stress, often in unfamiliar contexts where the beginners are required to attain professional skills while maintaining a certain level of personal balance (Marcelo, 1998). Many interfering factors will affect the daily routine of beginning teachers, frequently leading to a number of obstacles to overcome. This work applies a qualitative approach in the detection and resolution of such difficulties from a collaborative perspective, using workgroup cooperation as a central strategy. It also investigates the contribution of
workgroup strategy to the development of beginning teachers, and to the beginners ability to face and overcome arising problems. Theoretical references were taken from previous studies on the recent trends in teacher development, the knowledge basis of teaching and the processes of pedagogic reasoning. Collaborative research was
performed with a group of four beginning elementary school teachers who attended weekly meetings over a one-year period. The full-length transcripts of all meetings served as the main source of pertinent data, supplemented by several written accounts produced by the participants themselves. Results show that, among the several challenges encountered by teachers in their day-to-day activities, classroom management issues can be considered as the primary source of difficulties. The group was effective in proposing solutions to reported problems and in contributing to the professional development of beginners. Works of this nature, however, can be limited by a number of factors, such as the time span between the establishment of a group and the moment it becomes truly collaborative (Grossman et al, 2001). Despite that fact, the group used in this study rendered meaningful results and showed that the theorization of day-to-day classroom experiences can constitute a powerful instrument for the professional development of teachers.<br>O início da atividade profissional é o período que abrange os primeiros anos de docência, nos quais os professores deverão realizar a transição de estudantes para professores. As pesquisas têm demonstrado que é uma fase marcada por tensões e aprendizagens intensas, em contextos geralmente desconhecidos, e na qual os professores iniciantes devem adquirir conhecimento profissional, além de conseguir manter certo equilíbrio pessoal (Marcelo, 1998). Muitos fatores permeiam o dia-a-dia dos professores iniciantes, acarretando, na maioria das vezes, em inúmeras dificuldades. Procurando identificar essas dificuldades e contribuir para o enfrentamento e superação das mesmas é que se configura essa pesquisa de natureza qualitativa, constituída a partir da perspectiva colaborativa, assumindo como estratégia a constituição de um grupo colaborativo de trabalho. Adotando como referencial teórico, estudos que analisam as novas tendências na formação de professores, a base de conhecimento para o ensino e processos de raciocínio pedagógico, os professores iniciantes e a pesquisa colaborativa, procuramos investigar quais as contribuições de um grupo colaborativo de trabalho para o desenvolvimento profissional de professoras iniciantes e para o enfrentamento e
superação de dificuldades apresentadas por elas no desenvolvimento de suas práticas. Para isso, constituímos um grupo formado por quatro professoras das séries iniciais do Ensino Fundamental em início de carreira. Ao longo de um ano, foram desenvolvidos encontros semanais, gravados e transcritos. Vários registros escritos também foram realizados pelas professoras participantes. Tanto as gravações como os registros foram utilizados como instrumentos de coleta de dados. Os resultados mostram que as professoras em início de carreira enfrentam vários tipos de dificuldade em seu dia-a-dia. O manejo de sala de aula pode ser considerado como o primeiro deles. Observa-se que o grupo trouxe contribuições para a superação de dificuldades enfrentadas, bem como
para o desenvolvimento profissional das professoras iniciantes. Trabalhos dessa natureza, entretanto, encontram limitações. A questão do tempo para que o grupo se
constitua efetivamente colaborativo representa uma delas (Grossman et al, 2001). No presente estudo, o tempo não nos pareceu suficiente e consideramos que apenas iniciamos o processo. Apesar disso, o grupo realizou um trabalho significativo e configurou-se como uma excelente proposta de programa de desenvolvimento profissional baseado na teorização da prática vivenciada pelas professoras iniciantes em seu dia-a-dia de sala de aula.
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Pires, Ana Maria de Britto. "O poder da relação universidade-empresa-governo para a alavancagem do processo de inovação: uma análise da metodologia prática centros/redes de excelência petrobras/coppe com base no estudo do caso cegeq-coppe." Universidade Federal da Bahia, 2008. http://www.adm.ufba.br/sites/default/files/publicacao/arquivo/dissertacao_final_6.pdf.
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Previous issue date: 2008<br>Ciência, Tecnologia e Inovação para o desenvolvimento nacional, diz o Governo
brasileiro. É preciso investir em P&D para agregar valor aos produtos e serviços
nacionais e consolidar a posição do Brasil entre as economias intensivas em
conhecimento. Na economia baseada no conhecimento, o processo de inovação
ganha complexidade. As idéias para a inovação podem vir de fontes internas e
externas à firma ou mesmo de outras esferas institucionais, como a universidade; as
inovações originadas nas organizações tendem a ser utilizadas em diferentes
contextos, particularmente em ambientes menos compromissados com os usos
tradicionais das tecnologias e produtos existentes. O Modelo de Inovação da Hélice
Tríplice elege a interação entre Universidade, Indústria e Governo como base para a
construção de capacidade científica, tecnológica e de inovação. A tese da Hélice
Tríplice sustenta que a universidade desempenha um papel cada vez mais central na
introdução de inovações descontínuas nas sociedades baseadas no conhecimento,
compartilhando com a indústria e o governo a liderança do processo de inovação. O
Modelo de Inovação Aberta trata a área de P&D como um sistema aberto. Esse
modelo sugere que as empresas intensifiquem o fluxo de entrada de idéias e
tecnologias externas e de saída de conhecimento interno, buscando criar valor novo a
partir da gestão da propriedade intelectual. A Metodologia PCREX - Prática
Centros/Redes de Excelência Petrobras/COPPE, analisada neste trabalho com base
do estudo do caso CEGEQ-COPPE, representa um modelo para a organização de
redes de pesquisa que dialoga com os Modelos de Inovação da Hélice Tríplice e de
Inovação Aberta, capaz de dinamizar a transferência de conhecimentos entre a
Universidade e a Empresa e promover o desenvolvimento das instituições
participantes.<br>Salvador
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TSUKAGOSHI, Norihiro. "Perspectives for Development of Research and Education by International Collaboration in Graduate School of Bioagricultural Sciences, Nagoya University." 名古屋大学農学国際教育協力研究センター, 2004. http://hdl.handle.net/2237/8934.
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Pienaar, Elizabeth Dorothea. "Information needs of health researchers in developing countries : A survey of development country participants in Cochrane collaboration." University of Western Cape, 2004. http://hdl.handle.net/11394/7359.
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Master of Public Health - MPH<br>One hundred and fifty two (152) countries in the world can be classified as developing or low-resourced countries (LR Cs) according to the World Bank. 1 In the majority of these countries the Gross Domestic Product (GDP) is below $1000. Given these limited resources it stands to reason that there is less money available to spend on healthcare and health research
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Okereke, Beverly Ngozi. "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/404.
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Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.
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Cregg, Shannon Thacker. "Collaboration and Connection: An Action Research Study on Inclusive Art Museum Programming." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587412917785129.
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Melvin-Campbell, Kelly Marie. "Who Is Talking With Whom? Community Policing and Inter-Agency Collaboration In A Rustbelt Secondary City: A Case Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544129825644603.
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Zafar, Ali, and Oscar Svensson. "Synergizing Systems : Using SSM in prototypical system development." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98713.
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This thesis is concerned with a research project conducted with a Swedish company to provide recommendations for developing a prototypical information system for the company. The system’s goal was to consolidate data regarding the company’s supply chain and packaging conditions in order to find improvements in packaging development. The thesis employed the use of Soft Systems Methodology to aid with the system development process. A qualitative explorative study was designed for this purpose. Soft Systems Methodology was used after exploring alternative methodologies. This was chosen as the researchers found it important to engage the case company in the system development process. Four semi-structured interviews and two workshops with the relevant officials were the main methods of collecting data. Models such as a rich picture, CATWOE and PQR formula were utilized during the research to visualize important aspects of the system development process. As a result of the research, the researchers were able to provide the company with recommendations for how to further proceed with the development process. Another result of the study was that Soft Systems Methodology was able to unlock tacit information. The methodology also allowed for a consideration of the implementation of an iterative process to support the development. The results of this research suggest that introducing and making use of Soft Systems Methodology is very stimulating in an environment not already using it. The research provided insights needed for progress towards a successful implementation of a new information system, and contributes a real-world SSM case in a corporate environment. The researchers also suggest future opportunities for research that could further build on the work presented in the thesis.
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Huntereece, Amy. "Shifting Paradigms: Using Action Research to Redefine Engagement in Faith Formation in Unitarian Universalism." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1624449323727633.
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Jong, Young Ok. "An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3743/.
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The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different writing tasks three times. In order to examine the effects of task type and task repetition on task performance and outcomes, written texts were measured in terms of fluency, accuracy, and lexical complexity with seven sub-measures and pair dialogues were quantified by the focus on a particular aspect of the language and then categorised into form-focus, lexical-focus, and mechanical-focus language-related episodes. Follow-up interviews were undertaken with the children to examine their perspectives on collaborative writing from their first experience of paired writing. On the basis of self-reflection on my prior learning and teaching experience in the EFL context, a classroom action research project was designed and conducted to promote my personal and professional growth. Classroom observation was undertaken to monitor the children’s performance and engagement when working together. The results of quantitative and qualitative data analysis showed strong effects of task type and task repetition on the products and processes of Korean children’s writing and the pedagogical benefits of collaborative writing. In addition, this teacher research gave me a valuable opportunity to explore ways of becoming a reflective teacher. The research findings may help classroom teachers who want to develop task-based collaborative writing lessons in the classroom and teacher researchers who want to initiate classroom action research to improve their teaching practice.
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Meli, Helen. "Educational improvement through professional collaboration : an exploration of action research as a means of enhancing teacher development in Cyprus." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006619/.
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Lennmor, Lynn. "Mind the Gap… A Case Study about Cross-functional Collaboration between Teams in Game Development." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254998.
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Game development today is a complex process that differs from traditional software development by presenting unique challenges stemming from a multidisciplinary structured process, including teams from multiple fields, such as art, sound, programming, design, human factors and more. This, together with the growth of the industry during recent years has increased the need for a more efficient cross-functional collaboration and understanding between these teams. This study focuses on the collaboration and understanding between two distinct teams, User Research (UR) and Development in order to try and shed some light on an emerging challenge of a gap in understanding that exists between the two fields. A case study was conducted at an established game company in Sweden, where a UR team was closely observed and analyzed. The results of this study showed that the issues and practices could be grouped into three different areas, Process, Communication, and Understanding that affected each other differently. Where a majority of the issues found often related to Communication and Understanding problems. The findings provided a glimpse of the gap in understanding in a game development process and what problems it can entail and what the possible solutions could streamline the process. However, in order to fully understand and fill this gap more thorough observations during a longer period of time is required.<br>Spelutveckling idag är en komplex process, som skiljer sig från traditionell programutveckling genom att den presenterar unika utmaningar som härstammar från en multidisciplinär strukturerad process. Som inkluderar teams från många olika fält, såsom konst, ljud, programmering, design, mänskliga faktorer och många fler. Detta tillsammans med utvidgning av industrin de senaste åren har det skett ett behov av mer effektivt tvärfunktionellt samarbete och förståelse mellan dessa team. Denna studie fokuserar på samarbete och förståelsen mellan två specifika team, User Research (UR) och Development för att försöka belysa den uppkomna utmaningen av en klyfta i förståelsen som existerar mellan de två fälten. En fallstudie gjordes på ett etablerat spelföretag i Sverige, där ett UR team noggrant observerades and analyserades. Resultaten från studien visar att problem och praxis kunde grupperas i tre olika områden, Process, Kommunikation och Förståelse där var och en påverkade varandra olika, där majoriteten av de identifierade problemen ofta relaterade till Kommunikation och Förståelse problem. Upptäckterna gav en skymt av klyftan i förståelse som finns i en spelutvecklingsprocess och vilka problem den kan medföra samt vilka möjliga lösningar som skulle kunna effektivisera denna process. Dock, för att få full förståelse över denna klyfta och hur man kan skulle kunna fylla den så behövs en mer noggrannare studie över en längre tid.
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Fichet, de Clairfontaine Aurélien, Manfred M. Fischer, Rafael Lata, and Manfred Paier. "Barriers to cross-region research and development collaborations in Europe. Evidence from the fifth European Framework Programme." WU Vienna University of Economics and Business, 2014. http://epub.wu.ac.at/4454/1/Wu_ePUB_%2D__Fichet_Fischer_Lata_Paier_2015_(2).pdf.
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The focus of this paper is on cross-region R&D collaboration funded by the 5th EU Framework Programme (FP5). The objective is to measure distance, institutional, language and technological barrier effects that may
hamper collaborative activities between European regions. Particular emphasis is laid on measuring discrepancies between two types of collaborative R&D activities, those generating output in terms of scientific publications and those that do not. The study area is composed of 255 NUTS-2 regions that cover the pre-2007 member states of the European Union (excluding Malta and Cyprus) as well as Norway and Switzerland. We employ a negative binomial spatial interaction model specification to address the research question, along with an eigenvector spatial filtering technique suggested by Fischer and Griffith (2008) to account for the presence of network autocorrelation in the origin-destination cooperation data. The study provides evidence that the role of geographic distance as collaborative deterrent is significantly lower if collaborations generate scientific output. Institutional barriers do not play a significant role for collaborations with scientific output. Language and technological barriers are smaller but the estimates indicate no significant discrepancies between the two types of collaborative R&D activities that are in focus of this study. (authors' abstract)<br>Series: Working Papers in Regional Science
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Wacha, Arlene Jean. "Teachers' Perceptions of School District Professional Development Alignment with National Standards." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7208.
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Despite ongoing delivery of teacher professional development (PD), educational leaders in the local district did not have an objective evaluation whether their implementation of the Marzano causal teacher evaluation model and the iObservation tool training were aligned with accepted national standards for PD effectiveness. Using Vygotsky's constructivist theory as the theoretical framework, the purpose of this quantitative descriptive, correlational study was to describe teachers' perceptions of the alignment of the district's PD with national standards and the relationship between teachers' reported self-efficacy and attitudes toward the PD program. A purposive sample of 80 middle school teachers completed the Learning Forward's Standard Assessment Inventory and Kao, Tsai, and Shih's Self-Efficacy and Attitude Survey. The response rate was 33%. Descriptive analysis indicated that teachers perceived and were satisfied with the alignment of the PD to national standards. Correlation analysis revealed strong positive correlations (p < .01) between teachers' self-efficacy ratings and their attitudes toward the PD's alignment with national standards. These findings informed development of a training promoting a shared vision among educational leaders and teachers about the necessity of following national standards when designing and implementing PD. Alignment of teacher PD with national standards might result in positive social change by creating effective trainings for teachers which could, in turn, have a positive influence on educational outcomes over time.
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Omidvar, Tehrani Omid. "Collaboration for research and development : understanding absorptive capacity and learning in R&D consortia across phases, levels, and boundaries." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/collaboration-for-research-and-development-understanding-absorptive-capacity-and-learning-in-r-and-d-consortia-across-phases-levels-and-boundaries(8ab9543c-87f7-44d5-b462-e5118d5f2428).html.
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Over the past two decades, the literature on Absorptive Capacity (AC) research has been burgeoning with enormous empirical and theoretical contributions to the field. Yet, there is not much advancement in understanding the internal dynamics of AC and the concept remains a black box in a large body of research. This study aims at contributing to this body of knowledge by examining the development of AC throughout the lifecycle of R&D consortia. In particular, it examines the pre-conditions of AC across its three dimensions corresponding with the phases of consortia: exploratory, transformative and exploitative learning, and investigates the role of disciplinary, organisational, and intra-organisational boundaries in the development of AC.Utilising a case study research strategy, the thesis analyses AC in three R&D consortia in the alternative materials, pharmaceuticals, and aerospace industries and embraces qualitative methods with interviews and documents as its main sources of data. The collected data is analysed through template analysis technique assisted by the NVivo 8 software package. The theoretical contributions of the thesis are fourfold. First, findings indicate that AC is not an exclusively organisational or dyadic capability, but a three-level concept unfolding at the consortium, interface (between consortia and organisations), and organisational levels, and in exploratory, transformative and exploitative phases throughout the consortium lifetime. On that basis, a model for AC in R&D consortia is developed and its underlying learning mechanisms and conditions across levels and phases are discussed in detail. Second, the thesis contends that the development of a shared space which provides the opportunities for participation and development of shared meaning across organisational and disciplinary boundaries in R&D consortia serves a critical role in the development of AC. The characteristics of the shared space and the conditions for its development are specified. Third, by integrating adaptation mechanisms to the formulation of AC, the thesis contributes to understanding of AC as a dynamic capability-a higher order capability to change operating routines and processes. This finding feeds into the argument that AC is both path-dependent, by storing knowledge in routines, processes and artefacts through exploitative learning, and path-breaking, by modifying and changing prevailing processes and structures through exploratory and transformative learning. Finally, the thesis argues that understanding learning in R&D consortia necessitates taking into consideration the effects of disciplinary and organisational boundaries simultaneously. It is argued that organisational boundaries can influence the transfer of knowledge even within disciplinary domains, which challenges the excessive focus of practice-based research on disciplinary boundaries in cross-disciplinary collaborations, calling for further exploration of the role of organisational boundaries within a given disciplinary domain. These theoretical contributions are accompanied by a set of managerial implications for the formation and governance of R&D consortia, as well as policy implications for evaluation of policy interventions in collaborative research schemes.
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Kang, Bum-Kyu. "New conceptual framework of cross-functional collaboration for new product design development in global consumer electronics firms." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5202.
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I here have been very few studies carried out on enhancing CFC (Cross-functional Collaboration) for the product design development. nevertheless there is a clear consensus among researchers that this issue is a critical one in ne product design development. Besides, almost all of the research work, which attempted to encourage CFC in NPD situations, was carried out focused on the cross-functional team which is the most effective organisation type to encourage collaboration between other functional groups, rather than the functional organisation, which is difficult organisation to facilitate collaboration between other functional groups. On the other hand, there is still no clear evidence which proves that CFC improves the performance of' design development. Nevertheless, this proof is essential premise to support the value of producing the information to improve CFC for product design development. This research attempts to fill in this gap in the deficiency of research. This longitudinal research has been conducted with complementary research methods: a qualitative research and a quantitative research in the field. As the main body of this research, 15 key -decision makers for new product design development were interviewed and 243 questionnaires from eight leading consumer electronics companies in three countries (Korea, Japan. UK) were analysed. In conclusion, firstly, this research has proved there is a plus correlation between the level of CFC and several dimensions of the design development performance of consumer electronics products. Furthermore, a new framework model is developed and proposed after compressing and combining all vital findings of this research work. This developed model presents three major findings of this research. Firstly, the factors affecting CF C for design development of consumer electronics products, secondly, the priority of importance of these factors, and finally, factors directly contributing to design development performance in several dimensions. Overall, the findings of this research help to people what are valuable factors for building CFC climate and what are prior factor in a quandary concerning, where to concentrate their efforts so as to successfully implement their (TV to improve their design development performance. In particular, the findings of this research could further help designers and design managers who lack the experience and knowledge of collaboration situations in the rigid functional organisational boundaries, which many consumer electronics companies face.
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Goldstein, Amanda L. "Community Engagement in Sustainable Design: A Case Study of the Oberlin Project." Oberlin College Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1307929303.
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Pyne, Robyn Morgan. "Internationalising Chinese maritime higher education : developing content and English language integrated teaching and learning." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1010.
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This thesis examines how new maritime nations, which are engaged in the export of seafaring labour, need to respond to the demands of the international maritime industry. In particular, traditional maritime nations are calling for greater internationalisation of maritime education and training. The global labour market for seafarers, which is dominated by employers from traditional maritime nations, demands internationally minded graduates. China’s response to these demands for quality labour exports from new maritime nations is the subject of exploration in this thesis. Within the specific context of Maritime English teaching and learning, a significant opportunity for innovation and change is identified. The research took the form of an international collaborative education project in pursuit of the following question: What teaching and learning development opportunities are there for improving the communicative competence of Chinese Navigation officers? The author of this thesis, formally a seafarer, is a teaching practitioner in higher education in the UK. For the purposes of this thesis, the author became a visi ting researcher, and later a teaching practitioner, at the case maritime higher education institution in China. Becoming a member of the teaching staff at the host institution was a necessary step in order to establish and carry out teaching practitioner -led research as a member of a professional learning community. The aim of this professional learning community has been to collaborate on a Maritime English teaching development project. This development work has since continued beyond this PhD study into a commercially funded project, which demonstrates the necessity and timeliness of the research. This thesis sets out to report on the collaborative process of an international education development project as it was experienced. Research was carried out over a 15.5 month period spent in-situ at the case institution. The institution was selected as it is the most influential maritime university in China in terms of national maritime higher education policy reform, due it being under the direct authority of the Ministry of Transport of the People's Republic of China rather than the Ministry of Education, as is the case with other universities. The author had to work very hard to overcome a number of cultural issues to become accepted as a teaching practitioner in the research setting. Once accepted as a participant researcher, research-based professionalism founded on previous teacher training and experience allowed for a living theory approach to improving both own teaching practice and that of new-found colleagues. The outcomes of this PhD study are multiple: The ethnographic account of the development process in the form of this PhD thesis. The establishment of a professional learning community between teaching practitioners and continued research and development work. The local teaching and learning innovation in the form of a new content and language integrated syllabus for Maritime English teaching, suitable for Chinese learners at maritime higher education institutions. The continued collaboration between an industry stakeholder and the local teaching practitioners in the further development of a new Maritime English syllabus and accompanying teaching resources to ensure that it meets the needs of employers. As understanding grew of how Chinese maritime higher education institutions are preparing their students for employment in the global labour market for seafarers, the research objectives emerged while in-situ. The aim of the research centred on working with local teaching practitioners and industry stakeholders to improve the quality of maritime education graduates’ transferable skills, in terms of their intercultural communicative competence. The key feature of the study was to collaboratively identify teaching and learning development opportunities for improving the preparedness of Chinese maritime higher education graduates to work in a safety critical environment, where they will need to communicate effectively in English. The internationalisation of the Maritime English syllabus, and the wider Navigation curriculum, through content and language integrated learning and teaching is the main recommendation of this thesis. The evidence presented in this thesis has led to the conclusion that this curriculum intervention is necessary for improving the transferable skills of Chinese Maritime Higher Education graduates. The content and language integrated learning approach to teaching was found to offer Chinese maritime higher education institutions with a solution to boost intercultural communicative competence in meeting the demands of the international maritime industry for professionally skilled, and competent-in-English seafarers for labour export.
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Loe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
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Morales, Cueva Susana Patricia [Verfasser], and M. [Akademischer Betreuer] Wouters. "Research on cost management methods used in new product development and their relationship to strategic priorities and collaborative competences: A systematic literature review and survey of the German manufacturing industry / Susana Patricia Morales Cueva. Betreuer: M. Wouters." Karlsruhe : KIT-Bibliothek, 2016. http://d-nb.info/1084112477/34.
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Alexander, Amanda S. "Collaboratively Developing a Web site with Artists in Cajamarca, Peru: A Participatory Action Research Study." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276529007.
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Gibson-Alonso, Tamara Ianthe. "Processes of Developing Effective Researcher-Practitioner Partnerships in Education: A Content Analysis of Grant Related Documents." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/867.
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Abstract
Research indicates that understanding the influence of leadership and partnership development can inform the need to improve public education (Penuel & Gallagher, 2017). Although leadership theory and change theory support the need for partnerships in education, less attention has been given to how such partnerships develop and the role that leadership plays in that process. Therefore, the present study explored the role of leadership within researcher-practitioner partnerships and the process of developing sustainable partnerships in education as documented in a set of federal grant proposals, their final reports, and other descriptions of their efforts. Grant documents examined were awarded from the 2013 funding announcement of the U.S. Department of Education Institute of Education Sciences (IES) Researcher-Practitioner Partnerships (RPP) in Education Research program.
In-depth qualitative document analysis provided a means to unobtrusively examine and interpret comprehensive, historical data (Corbin & Strauss, 2008; Patton, 2002). Directed content analysis (Hsieh & Shannon, 2005; Kaid & Johnston-Wadsworth, 1989) of the documents directed the process of data collection. This process used key concepts from the literature on transformational leadership, shared leadership, and leadership for change as the initial framework for data collection. Data analysis employed Eisner’s (1998) process of educational criticism using description, interpretation, evaluation, and thematics. Hatch’s (2002) process of typological analysis led to four typologies to organize the data for description and interpretation: capacity building; strategies for partnership development; approaches to communication; and the role of reflection in partnership development. The evaluation dimension of educational criticism indicated that partnerships employed shared leadership with evidence of internal and external support and a cultivation of shared commitment.
Themes indicated that partnerships focused on both rigorous research and reflective practice, leaders engaged partners in establishing the infrastructure and strategic plans of the partnership, and partnerships galvanized support to address complex social issues beyond their formal organizational structure. Recommendations for future research include the need: (a) to explore the dynamics of communication in partnership work; (b) to clarify and facilitate the process of change in grant and project development; and (c) to develop of a process for sustainability beyond a specific grant or project. Recommendations for practice include the need: (a) to explore the cultivation of relationships in support of partnership development; (b) to identify clearly the primary issue to be addressed in the work of the partnership, and (c) to clarify mutual outcomes. Conclusions from the present study indicate the importance of a focus on the deliberate development of the researcher-practitioner partnerships themselves, the importance of concrete strategies for sharing leadership, and the importance of the development of professional relationships that support sustainability in partnership development.
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Campbell, Kathy, Mark Ellis, and Leslie Adebonojo. "Developing a Writing Group for Librarians: The Benefits of Successful Collaboration." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/379.
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Purpose: Research productivity is often counted as a major factor in evaluations and promotion. Librarians have had to find a way to pursue research along with performing job duties and professional service. Collaborative research can provide an effective solution for busy librarians who need to show a record of research. Additionally, it can be a cost‐effective means for library administrators to promote library faculty output in the face of reduced travel and research budgets. This paper seeks to address these issues.
Design/methodology/approach: In developing their research group, the authors began with a small, informal collaboration on an article describing new staffing models for library outreach. As the writing of the article proceeded, the group developed a more formal structure. As that article reached completion, the purpose of the group expanded to that of fostering creativity and following creative leads to a publishable (or presentable) conclusion.
Findings: In the two years during which the writing group has been working together, it has produced four articles and nine presentations, with several in‐progress efforts. In addition, the writing group has encouraged members to develop individual projects for presentation and publication outside of the group's scope.
Practical implications: The authors offer recommendations to other professionals interested in forming collaborative writing groups and to library administrators interested in encouraging their staffs to develop productive working relationships.
Originality/value: Few articles have been written about collaboration among librarians to promote their own research and publication. The authors describe in this paper an informal, yet highly effective means to foster faculty research productivity.