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Dissertations / Theses on the topic 'Collective development'
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Archer, Tom. "Collective realism : exploring the development and outcomes of urban housing collectives." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/16557/.
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The undersupply of housing in England has created a pervasive sense of crisis about the delivery of sufficient new dwellings. Alternative forms of housing provision therefore merit further exploration, particularly those that can deliver low cost, stable accommodation in good condition. Potential remedies may be found in various models for collective ownership of housing. Housing collectives are organisations controlled by their members and residents, operating in a defined geography, which collectively own and manage land and housing for the benefit of a designated group. But why have such organisations consistently been a marginal form of provision? And do the patterns of benefits and costs they create make their future expansion desirable? Significant gaps in knowledge emerge in attempting to answer such questions. Furthermore, the relationship between the benefits and costs arising within collectives, and the form and function of these organisations, is poorly understood. Three housing collectives were studied intensively to address these gaps in knowledge. Ideas from realist social science and analytical sociology are brought to bear on processes of change. The study finds powerful constraints and enablements in the internal workings of collectives, as well as a series of external constraints and enablements arising through the structure of relations around the collectives. Residents and members of the collectives identified a range of costs and benefits. Causal mechanisms are introduced to show how these perceived outcomes are, in part, attributable to collective form and function. The rules governing collective forms blend with internal regulation, to generate certain costs and benefits. Furthermore, the history of each collective tends to shape current behaviours to preserve original ideals and achieve desired outcomes. The lessons from this research are far reaching for activists, support agencies and governments, revealing forms of agency and state intervention which can affect the conditions for future collectivism.
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Berisha, Visar. "Collective Identity and Economic Development : A Case Study of How People’s Perception of the Collective Identity Affects The Economic Development in Kosovo." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-273704.
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This paper aims to show how identity can be of importance to issues relating to development. More specifically, it deals with how the Kosovar Albanians perception of their collective identity have affected Kosovo’s economic development. The study draws primarily from the theories of Identity Economics and Orientalism and presents a hypothesis which is then tested empirically through the analysis of the in-depth interviews and participant observation carried out in Kosovo. The results show that Kosovar Albanians have, to a degree, internalized the Orientalist discourse, which often portrayed them in racist terms as the ’other’, in their view of their collective identity and that this has had a negative effect on how they perceive their potential in the global economic system, which in turn has undermined the country’s economic development. Thus, identity seems to be of significance when it comes to issues relating to development.
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Heleta, Savo. "Post-war reconstruction and development: a collective case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1008049.
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Since the end of the Cold War, there has been a surge in post-war stabilisation, reconstruction and development operations around the world. Externally driven efforts have been shaped by the liberal peace framework, which assumes that a rapid transmission or imposition of neo-liberal norms and values, combined with Western-style governance institutions, would create conditions for lasting peace and prosperity. Only in a few instances countries have attempted internally driven post-war reconstruction and development; in most cases, these efforts were either ignored or suppressed by international analysts, experts, academics and organisations. Despite all the expertise and funding spent since the early 1990s, externally driven operations have not led to lasting peace and stability, establishment of functioning institutions, eradication of poverty, livelihood improvements and economic reconstruction and development in war-torn countries. All too often, programmes, policies and „solutions‟ were designed and imposed by external actors either because they worked elsewhere or because they were influenced by geopolitical, economic and/or security interests of powerful countries. Furthermore, external actors have tended to assume that generic approaches based on the liberal peace framework can work in all places, while ignoring local actors, contexts and knowledge. Focusing on Bosnia and Herzegovina, South Sudan and Somaliland, this exploratory qualitative study critically explores and assesses both externally and internally driven post-war reconstruction and development practices and operations in order to understand the strengths and shortcomings of both approaches and offer recommendations for future improvements. This is important since socio-economic recovery and economic development are crucial for lasting stability and peace in post-war countries.
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Vareed, Rebecca. "Characterizing the Cellular Nature of the Physical Interactions Necessary for Collective Neuron Migration." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5895.
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Neuronal migration is an essential process in the development of the nervous system. Neurons are born in one location and migrate sizable distances to their final location. In many other developmental processes, cells migrate as collectives, where the migration of one cell influences the migration of another cell; this process has yet to be shown in the developing central nervous system. Using the conserved tangential migration of facial branchiomotor neurons (FBMNs), I aim to determine the nature of the collective migration in the developing nervous system. Here, two models of FBMN collective migration are tested: the “Pioneer” model, where following FBMNs migrate intimately on the axon of the first neuron to migrate and the “Contact inhibition of locomotion (CIL)” model, where transient cell-cell contacts are the driving influence of the proper caudal migration of FBMNs. Using fixed tissue imaging, it was found that early born FBMNs do not contact the axon. In contrast, they are more likely to make soma-soma contact and display morphology typical of CIL. FBMNs that do contact the axon do not display an elongated morphology that is predicted of a cell using the leader axon as a substrate for migration. Further, wild-type FBMNs are able to rescue PCP-deficient FBMNs. Therefore, blastula-stage transplantation of PCP-deficient neurons into wild-type hosts allows us to live image the method of collective migration. CIL events were observed between PCP-deficient neurons and wild-type neurons, indicating that PCP is not required for CIL. In addition, PCP-deficient neurons making sustained contact with wildtype axons were not rescued, arguing against the Pioneer model. Taken together, these observations are more consistent with the “CIL” model of FBMN collective migration in which transient soma-soma interactions are required for the coordinated movement of neurons as they migrate in the developing nervous system.
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Baig, Viñas Roger. "Development and management of collective network and cloud computing infrastructures." Doctoral thesis, Universitat Politècnica de Catalunya, 2019. http://hdl.handle.net/10803/667952.
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In the search and development of more participatory models for infrastructure development and management, in this dissertation, we investigate models for the financing, deployment, and operation of network and cloud computing infrastructures. Our main concern is to overcome the inherent exclusion in participation in the processes of development and management and in the right of use in the current dominant models. Our work starts by studying in detail the model of Guifi.net, a successful bottom-up initiative for building network infrastructure, generally referred to as a community networks. We pay special attention to its governance system and economic organisation because we argue that these are the key components of the success of this initiative. Then, we generalise our findings for any community network, aiming at becoming sustainable and scalable, and we explore the suitability of the Guifi.net model to the cloud computing infrastructure. As a result of both, we coin the attribute extensible to refer to infrastructure that is relatively easy to expand and maintain in contrast to those naturally limited or hard to expand, such as natural resources or highly complex or advanced artificial systems. We conclude proposing a generic model which, in our opinion, is suitable, at least, for managing extensible infrastructure. The Guifi.net model is deeply rooted in the commons; thus, the research in this field, in general, and Elinor Ostrom’s work, in particular, have left a profound imprint in our work. Our results show that the \guifinet model meets almost entirely the principles of long-enduring commons identified by E. Ostrom.
This work has been developed as an industrial doctorate. As such, it combines academic research with elements of practice and pursues an effective knowledge transfer between academia and the private sector. Given that the private sector’s partner is a not-for-profit organisation, the effort to create social value has prevailed over the ambition to advance the development of a specific industrial product or particular technology.<br>En la recerca i desenvolupament de models més participatius per al desenvolupament i gestió d'infraestructura, en aquesta tesi investiguem sobre models per al finançament, desplegament i operació d'infraestructures de xarxa i de computació al núvol. La nostra preocupació principal és fer front a l’exclusió inherent dels models dominants actualment pel que fa a la participació en els processos de desenvolupament i gestió i, també, als drets d’us. El nostre treball comença amb un estudi detallat del model de Guifi.net, un cas d'èxit d'iniciativa ciutadana en la construcció d'infraestructura de xarxa, iniciatives que es coneixen com a xarxes comunitàries. En fer-ho, parem una atenció especial al sistema de governança i a l’organització econòmica perquè pensem que són els dos elements claus de l'èxit d'aquesta iniciativa. Tot seguit passem a analitzar d'altres xarxes comunitàries per abundar en la comprensió dels factors determinants per a la seva sostenibilitat i escalabilitat. Després ampliem el nostre estudi analitzant la capacitat i el comportament del model de Guifi.net en el camp de les infraestructures de computació al núvol. A resultes d'aquests estudis, proposem l'atribut extensible per a descriure aquelles infraestructures que són relativament fàcil d'ampliar i gestionar, en contraposició a les que o bé estan limitades de forma natural o be són difícils d'ampliar, com ara els recursos naturals o els sistemes artificials
avançats o complexos. Finalitzem aquest treball fent una proposta de model genèric que pensem que és d'aplicabilitat, com a mínim, a tot tipus d'infraestructura extensible. El model de Guifi.net està fortament vinculat als bens comuns. És per això que la recerca en aquest àmbit, en general, i els treballs de Elinor Ostrom en particular, han deixat una forta empremta en el nostre treball.
Els resultats que hem obtingut mostren que el model Guifi.net s'ajusta molt bé als principis que segons Ostrom han de complir els béns comuns per ser sostenibles.
Aquest treball s'ha desenvolupat com a doctorat industrial. Com a tal, combina la investigació acadèmica amb elements de practica i persegueix una transferència efectiva de coneixement entre l'àmbit acadèmic i el sector privat. Ates que el soci del sector privat és una organització sense ànim de lucre, l’esforç per crear valor social ha prevalgut en l’ambició d’avançar en el desenvolupament d'un producte industrial específic o d'una tecnologia particular
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Scott, Diana Dawn. "Leader behavior : the development of collective efficacy in collectivistic societies." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1491.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Lang, Mark Frederick. "IMPROVING MARKETING FORECASTING THROUGH COLLECTIVE MARKET INTELLIGENCE." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214784.
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Business Administration/Marketing<br>Ph.D.<br>New product development and management are critical to the long-term success of the firm. New product development is also an area where the firm needs to improve performance. Two important new product decisions are selecting new concepts and estimating their future market potential and demand. Forecasting is a critical activity in supporting these two decisions. Unfortunately, forecasting is an activity where firms often struggle to be proficient. Recent advances in forecasting methods offer opportunities for improvement. One of the techniques is prediction markets, an emerging methodology that taps collective intelligence. Despite widely reported application and promise of prediction markets, they have yet to be adopted in marketing practice or examined in marketing academia. This dissertation addresses two research questions: do prediction markets produce better marketing forecasts than methods traditionally employed by firms, and if they do, how do they do it? To answer these research questions, two field studies are completed. The first is an empirical test of prediction markets compared to traditional forecasting methods implemented within a Fortune 100 firm. The second, based on a post survey, is an analysis of how market knowledge factors in combination with prediction markets design factors produce superior results. Study I finds that prediction markets do provide superior results in 67% of the forecasts and reduce error levels and ranges. Study II finds that out of several design factors, prediction market forecast accuracy is driven most by new information acquisition and knowledge heterogeneity. These findings contribute to MSI 2012-2014 Research Priorities and calls in the marketing literature to develop, better, real-time, intelligent decision support tools to help solve problems of the big data era and support improved demand forecasting.<br>Temple University--Theses
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Au, Suk-mei May. "An analysis of the development of collective bargaining in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22050528.
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Au, Suk-mei May, and 區淑美. "An analysis of the development of collective bargaining in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966081.
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Kim, Ok-Kyeong. "K-3 mathematics teacher professional development from individual and collective perspectives /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060113.
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Davidson, Alan Bruce. "Collective action and the development of technical standards in U.S. industry." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/37502.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1993.<br>Includes bibliographical references (leaves 111-116).<br>by Alan Bruce Davidson.<br>M.S.
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Stratton-Short, Samantha Tara Lynn. "The governance of sustainable development : exploring networks of collective action on the development of major water resources." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607956.
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Laerhoven, Frank van. "Local governance and the challenge of solving collective action dilemmas." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342205.
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Thesis (Ph.D.)--Indiana University, School of Public Environmental Affairs and Political Science, 2008.<br>Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0685. Adviser: Elinor Ostrom.
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Molter, Christian [Verfasser]. "Development of a Flying Wind Measurement System for Collective Operation / Christian Molter." München : Verlag Dr. Hut, 2020. http://d-nb.info/1220568155/34.
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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.
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<p>ABSTRACT
DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH
JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS
Michele Schluntz, Ed.D.
Department of Curriculum and Instruction
Northern Illinois University, 2018
Elizabeth Wilkins, Director
The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals.
Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE.
As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.
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Bulgurcu, Burcu. "Success Factors Of Software Development In A Distributed Setting: A Collective Case Study." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607370/index.pdf.
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This study represents an attempt to address and discuss some of the most significant questions in the research on virtual software development work today. The research is held as a collective case study, including three cases with distinctive characteristics in both the software projects investigated and the types of collaborations. The study aims to reveal the success factors in virtual work, especially on the issues of communication, coordination and collaboration, by presenting the unfavorable experiences and major issues encountered in each case, as well as the favorable ones and lessons learned at the end of the development processes. The collective research focuses on both the global and non-global contexts. As a result, it points out the distinctive and opposite findings of the cases, and proposes discussions of those findings according to the properties of the development settings.
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Raspaud, Anne. "De la compréhension collective de l'activité réelle à la conception participative de l'organisation : plaidoyer pour une intervention ergonomique capacitante." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0959/document.
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Cette thèse applique et développe le paradigme de l’ergonomie constructive à la conception de l’organisation. Le développement de l’individu et des organisations est présenté à travers l’approche des capabilités et plus spécifiquement par l’approche des capabilités collectives, qui ne sont pas la seule juxtaposition ou agrégation de capabilités individuelles mais supposent l’émergence d’une possibilité nouvelle et collective d’agir et de créer.Dans cette dynamique développementale et constructive, la recherche s’appuie sur une intervention de (re)conception d’un processus de soin innovant - la chirurgie ambulatoire - et définit et met en oeuvre une méthodologie de l’intervention qui pose le développement comme le moyen et la finalité de l’action. La méthodologie repose sur la mise en place d’un environnement qui (au moins le temps de l’intervention) soit capacitant et sur une démarche ergonomique qui serve le développement des capabilités des opérateurs au travers de l’activité collective conjointe. Le résultat de ce processus est la mise en oeuvre d’une agencéité collective qui permet au groupe d’atteindre un objectif commun de transformation des règles de travail. Cette volonté partagée entre les membres du groupe et les possibilités effectives ont facilité la conception d’une organisation du travail collectif.Deux étapes ont guidé l’intervention ergonomique : la construction du diagnostic de la situation à transformer et la conduite du changement de l’organisation à améliorer. La première étape a consisté à analyser le travail et ses contradictions : en quoi l’organisation constitue-t-elle un frein ou un moteur au développement de l’activité collective conjointe, ressource au développement des capabilités collectives ? Les résultats du diagnostic ont mis en évidence le bouleversement des standards professionnels des soignants engendré par la chirurgie ambulatoire et la difficulté des soignants à construire une organisation qui favorise le collectif transverse et l’activité collective conjointe. Au regard de ces résultats, la seconde étape a favorisé et soutenu la participation active des opérateurs aux démarches de changement et de conception. Dans un premier temps l’ergonome a mis en place une dynamique encourageant la confrontation des représentations du travail de chacun et leur mise en débat. Cette dynamique a permis la construction d’une représentation partagée de l’existant, nécessaire à la conception d’une situation future. Dans un second temps, une méthodologie de conception participative de l’organisation a été mise en oeuvre, aboutissant à un projet d’organisation de la chirurgie ambulatoire.Cette recherche interroge enfin la compréhension du rôle de l’ergonome comme facteur de conversion dans ce processus de transformation de l’organisation et la modélisation de l’action ergonomique de transformation<br>This thesis develops and applies the paradigm of constructive ergonomics to organizational design. The development of individuals and organizations is presented through the capability approach, and more specifically through the approach of collective capabilities. These are not the mere juxtaposition or aggregation of individual capabilities but involve the emergence of a new and collective possibility to act and create.In this constructive and developmental perspective, the research is based on a redesign intervention regarding an innovative care process - outpatient surgery. It defines and implements an intervention methodology that considers development as the means and the end of the action. The methodology rests on setting up an enabling environment (at least during the intervention) and an ergonomic approach which supports the development of operators' capabilities through the joint collective activity. This process promotes a collective agency which allows the group to fulfil a common goal of transforming work rules. This shared commitment within the group and the actual opportunities for change have facilitated the design of an organization of collective work.The ergonomic intervention has proceeded in 2 steps: the construction of a diagnosis regarding the situation to be transformed and the management of the organizational change. The first step consisted in analyzing work and its contradictions: is the organization impeding or encouraging the joint collective activity development? Is it a resource for the development of collective capabilities? The diagnosis has highlighted the disruption of professional standards of care staff generated by outpatient surgery and the difficulty of the care staff in building an organization that promotes a transverse team and a collective joint activity. In view of these results, the second step has fostered and supported the active participation of operators in processes of change and design. At first, the ergonomist has implemented a dynamics encouraging the debate about the representations of work. This has led to a shared representation of the current situation, required for the design of a future situation. Then, a participatory methodology of organizational design has been implemented leading to an organization project of ambulatory surgery.Finally, this research questions the role of the ergonomist as a conversion factor in this process of organizational transformation and proposes a model of ergonomic transformation action
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Larsen, Kathryn A. "The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6759.
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Much research on collective teacher efficacy focuses on outcomes, mainly the benefits to students. However, there is no research that explores how teacher teams enact the theoretical antecedents to collective efficacy set out by Bandura (1977, 1993), namely vicarious learning, verbal persuasion, psychological arousal, and mastery experiences, to make such achievements possible. This qualitative study explores the experiences of two teams of secondary language arts teachers who were collectively efficacious and how they operationalized Bandura's theoretical antecedents of collective teacher efficacy in becoming so. After verification of levels of personal and collective efficacy, team interviews were held specifically addressing the implementation of the four antecedents. Interview transcripts were coded and restoried, highlighting critical incidents in the process of becoming collectively efficacious. The findings for these two teams show an incomplete understanding of collective efficacy. It is often thought that enacting the four antecedents will result in a collectively efficacious team; however, my study demonstrates that teachers must become effective teacher teams before they could develop collective teacher efficacy. My findings indicate that relationships among team members are crucial for successful implementation of other elements. Implications for administrators revolve around their important role in helping teachers develop collegial relationships with each other. Team relationships can also have a significant impact on novice teachers when proper mentoring and support are provided.
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Khumalo, Lindiwe N. "Right to development : a collective African response to China's modus operandi in Africa?" Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/16773.
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In the 1960‟s, following independence, the Pan-African vision for developing the continent was envisioned to be possible through the instrumentality of the developmental state. Development became the passion of African leaders and the expectation of the people. After independence, in the 1980‟s, the post-independence nation state bolstered its apparatus, both structurally and ideologically to enable it to deliver on this mandate. Hardly two decades after independence, the African developmental state was heavily burdened with debt, failing in its developmental objectives. Once again African states found themselves at the mercy of its former colonial powers begging for financial aid.<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010.<br>A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr. Girmachew Aneme of the Faculty of Law, University of Addis- Ababa, Ethiopia. 2010.<br>http://www.chr.up.ac.za/<br>Centre for Human Rights<br>LLM
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Owe, Masumi. "Collective action in global governance : the case of the OECD Development Assistance Committee." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/67287/.
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This thesis examines the achievements and limitation of collective action in the Development Assistance Committee (DAC) of the Organisation for Economic Cooperation and Development (OECD). With particular focus on two specific issues of ‘aid untying’ and ‘aid effectiveness’ between late 1990s and early 2010s, and two member countries namely the UK and Japan, the thesis first assesses the indicators (existence, forms and level) of collective action. It then explores the conditions (factors that account for the indicators) for collective action in the DAC. As literature on the OECD and the DAC is scarce, this thesis fills knowledge gaps by providing a detailed analysis of the DAC and offering insights into stronger global governance through the lens of collective action. Using primary evidence drawing on extensive interviews as well as OECD archival documents, the thesis advances four main findings. First, the DAC has achieved collective action only to some extent – it has successfully (if sometimes slowly) reached agreements, but implementation processes reveal more shortcomings. Second, successful agreement has resulted largely from leadership of the UK in the DAC together with work by the DAC Secretariat to build trust relationships as well as to nurture feelings of fairness among the members. The DAC’s limited membership and closed, homogenous nature encouraged this atmosphere. Third, DAC members’ motivations and incentives for collective action can be identified both at individual and institutional (government) levels, ranging between rationality and social/global norms, that are often intertwined and complex, making collective action challenging to understand. Fourth, the DAC is now in transition due to the rising influence of emerging countries and the growth of an additional locus of collective action at recipient country level. All this presents increasing challenges if the DAC is to maintain a reputation for collective action in the future.
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Stegelin, Amber Christine. "The development and maintenance of collective efficacy with a women's community college basketball team." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001116.
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Hlam, Thandiwe Lillian. "A teacher collective as a professional development approach to promote foundation phase mathematics teaching." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15071.
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This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
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Porreca, Lori. "The Influence of Collective Action and Policy in the Development of Local Food Systems." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/713.
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The modern global agrifood system has had significant negative impacts on consumers and producers. This has precipitated the rise of local food systems that are purported to improve the health and livelihoods of consumers and producers. High expectations have led to significant public and private resources dedicated to the development of local food systems. Despite this, there has been little systematic research exploring the social and institutional conditions that facilitate or frustrate local food system development.
Using a comparative case study approach, this study explored the ways local structural conditions, collective action, food system policies, and the political context affect the development of local food systems. Findings suggested truly robust local food system development requires either collective action or public policies and are more likely to exist and be successful depending on the political climate and the balance of power between land use interests in the community.
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Sallnow, Elizabeth Sian. "Collective social capital : a study of new public health and end-of-life care." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33037.
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Background: An appreciation of the broader social determinants of health and wellbeing has led to the inclusion of new public health principles and practice within health and social care. End-of-life care has been no exception and there exists a favourable policy context, significant body of theoretical work, substantial practitioner interest and numerous practice examples. Despite this context, there has been little empirical exploration and the approaches remain poorly characterised. Aims and objectives: The aim of this study was to understand the impact a new public health approach to end-of-life care project can have when initiated through a hospice. Specifically this study sought to explore how a compassionate community project is experienced, what tensions exist, what processes support or impede the work, what specific challenges such a project developed from within this sector presents and what learning exists for the wider field. Methods: A mixed methods study employing multiple methods of data collection was performed. Data collection methods included: interviews; focus groups; participant observation; documentary analysis and service records. Ethics approval was obtained. Data were analysed according to modified grounded theory and using online software tool Dedoose. Results: Twenty-one interviews, two focus groups and 19 episodes of participant observation were conducted, 11 documents and service data on 180 Compassionate Neighbours and 173 Community Members were also included. Six key actions facilitated integration of new public health approaches with service provision approaches. Impacts from the work were wide ranging and included a reduction in loneliness, improvements in wellbeing and changes to hospice practice. Further to this, three underlying drivers emerged that underpinned the work as a whole. They were seen to translate the observed actions of the project into the impacts and included: altered power dynamics, expression of reciprocity in relationships and the development of agency. Discussion: The three drivers allow a deeper appreciation of the factors involved in the development of a compassionate community. The redressing of power dynamics within traditional provider-recipient relationships allowed for more equity, and created a space for reciprocal and mutual relations to emerge. Not only were these reciprocal relations observed between those at the end of life and those visiting them, but also between participants in the project and the hospice. In order to adequately capture these new perspectives offered through this study, a new term collective social capital is introduced. This moves beyond existing conceptualisations of social capital in end-of-life care to provide novel perspectives on the role of reciprocity and interdependency between the lay and professional worlds. Conclusion: This study provides a reflexive and critical account of the processes and impacts of compassionate communities work in practice. It situates reciprocal relationships as its foundation and forces an assessment of the nature of power and agency in all interactions. Through the presentation of the new concept of collective social capital, it presents a collaborative and interdependent path forward for new public health and end-of-life care in the future.
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Mudgal, Vandita. "Designing base station for living routes in Auroville, India / by Vandita Mudgal." Connect to this title online, 2008. http://scholarworks.umass.edu/livingroutes_stuprojects/1/.
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Terminal Project (M.L.A.)--University of Massachusetts Amherst, 2008.<br>Appendix ([8] leaves) bound in. A Living Routes Student Project. Includes bibliographical references (leaves 93-95). Electronic version available online.
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Fischetti, Diana Michelle. "Building resistance from home : EcoVillage at Ithaca as a model of sustainable living /." Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/8014.
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Forsyth, Lachlan. "A learning ecology framework for collective, e-mediated teacher development in primary science and technology." Electronic version, 2008. http://hdl.handle.net/2100/610.
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University of Technology, Sydney. Faculty of Education.<br>This thesis reports on the development and testing of a framework for making sense of the collective professional learning of primary Science and Technology teachers in an elearning mediated context. Web-based networks and collaboratories are playing an increasingly prominent role in private and public sector knowledge building and innovation. In Education, online communities now frequently support teachers’ professional learning. However, despite the pervasiveness of this network zeitgeist, such studies rarely describe or analyse (let alone theorise) teachers’ collective learning, focusing paradoxically instead on the learning of individuals, albeit in group contexts. Without a clear understanding of collectivity, the design of initiatives for systemic professional renewal is significantly impeded. This investigation addresses this urgent need to describe, analyse and theorise teachers’ collective learning. Serendipitously, an Australian Research Council Linkage Project, DESCANT (SciTech), provided a context that confronted those ethical, theoretical and pragmatic challenges necessary to make collective learning both possible and likely. Cohorts of primary Science and Technology teachers, supported by consultants, Education Department officers and University researchers, worked together, in networked ways, to conceive, prototype and trial an e-learning environment for the professional development of cohorts of their peer teachers. Democratic participation was assured, a generative theory of learning adopted and pragmatic steps taken so as to establish a principled, yet experimental, trial for studying collective learning. Group learning at every stage of this process was documented, and examined for ethical, theoretical and pragmatic evidence of collectivity. That is, judgements were made as to whether the learning that occurred at each stage of the project could be understood as a complex, dynamic learning ecology. The study’s findings reveal that collective professional learning did occur, to a greater or lesser extent, at every stage of the DESCANT process. Furthermore, the collective learning of these teachers could be well described and explained by considering how those ethical, theoretical and pragmatic challenges - the pillars of the learning ecology framework developed here - were met. The account makes clear just how complex, dynamic, highly nuanced and ecological in nature collective learning is. It was then a small step to theorise systemic professional renewal in terms of collective conceptual movements on an adaptive (learning) landscape and, in the light of what occurred, to extrapolate, speculatively, from the generative theoretical pillar with which the study began. Of course, this study has acknowledged limitations. Nevertheless, its successful small-scale piloting of a learning ecology framework for making sense of collective, networked professional learning demonstrates that the framework has a range of epistemic benefits - not least, internal and external coherence. As well, it provokes thinking about key characteristics of networked approaches to collective professional learning. Above all, this study suggests the worth of continuing to test and refine this learning ecology framework in those diverse settings where systemic renewal is critical.
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Abass, Ademola. "Regional organisations and the development of collective security : beyond Chapter VIII of the UN Charter /." Oxford : Hart Pub, 2004. http://www.myilibrary.com/.
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Breslow, Jay. "The Community Creativity Collective: Introducing and Refining a Community-Based Model for Creative Curriculum Development." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19195.
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Calls for more creative teaching and learning in classrooms are often matched by increasingly stringent accountability measures. Negotiating the creativity/accountability paradox is difficult for teachers, who are often isolated as they interpret, design, and deliver curriculum in their classrooms. This dissertation introduces and refines a 7-stage process called the Community Creative Collective (3-C) designed to generate solutions to three problems that derive from this paradox. First, narrowing of curriculum inhibits the ability of teachers to generate creative teaching and learning. Second, factors, including time constraints and teacher training, limit teachers' ability to develop the creative habit. Third, inclusion of family and community members as co-creators of curriculum provides a potential source of creative curriculum development.
Three research questions guide the exploration of the process:
1. How does the 3-C process allow teachers and community members to collaboratively generate creative teaching and learning opportunities for their students?
2. What are the distinguishing features of this collaborative curricular process?
3. How does such a process impact teachers' interpretations of their role as interpreters, designers and deliverers of curriculum?
Using a Design Based approach, these questions investigate the process as it was implemented in a 5th-grade classroom. The first question uses a case study methodology to trace the development of the 3-C process as it was developed and implemented. Findings demonstrated that communication at multiple stages impacted the generation of creative ideas. The second question uses qualitative data from documents, interviews, audio and video recordings and observations to extrapolate some of the distinguishing feature of the process. Key features included the Ideational Speed Dating (ISD) process for idea-generation, the 3-C process as a peak flow experience and the impact of parent and community expertise to generate creative classroom content. The third question uses interviews with the participating teacher to examine the impact of the 3-C process on her interpretation of her role in the classroom. The process influenced her view on family and community involvement, providing space through which tensions can be resolved and creative engagement can flourish. Finally refinements for future iterations are discussed in addition to implications for future research.
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Bousquet, Cathy. "Genre et travail social, un enjeu pour l'intervention collective." Thesis, Paris, CNAM, 2018. http://www.theses.fr/2018CNAM1203/document.
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A partir d’une analyse des conditions historiques qui ont favorisé l’émergence du travail social laïc, la dominante des femmes dans ce champ professionnel prend un autre sens. Le traitement séparé de la question de la solidarité entre intervention politique d’une part et intervention dans un quotidien de vie d’autre part apparaît et devient une clé de lecture de cette institutionnalisation.Cette scission se comprend en considérant simultanément l’emprise du genre dans la construction de cette action publique, et la mise à l’écart de la vulnérabilité comme condition intrinsèque des vies humaines. De ce fait, la solidarité comme loi organique d’interdépendance est malmenée, l’exercice de la citoyenneté politique occultée et la dimension collective du travail social empêchée.Cette compréhension éclaire les questions contemporaines mises en débat : action collective, développement social, solidarités actives, participation des personnes accompagnées. Elle contribue à enrichir le travail de refondation en cours au-delà des questions dévolues aux temps et espaces de formations des professionnel.le.s concerné.e.s pour impacter toute la chaîne des politiques de solidarité aux différentes échelles de compétences<br>Through an analysis of historical conditions that contributed to the emergence of secular social work, the predominance of women in this area of professional activity takes on a different significance. Treating separately the question of solidarity between political intervention on the one hand, and intervention in daily life on the other becomes apparent and provides a key to understanding this institutionalisation. This division can be understood by examining simultaneously the influence of gender in the construction of this public action, and the marginalisation of vulnerability as an intrinsic condition of human life. As a consequence, solidarity as an organisational principle of interrelationship is undermined, exercise of political citizenship is suppressed and the collective dimension of social work is impeded. This understanding clarifies the contemporary issues under debate : collective action, social development, active solidarity, participation of supported individuals. It contributes to enriching and expanding the ongoing reform beyond the questions of times and venues for training the professionals (m/f) concerned, impacting the chain of solidarity policies at the different levels of competence
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Breslin, Randal Scott. "Exploring the professional journeys of exemplary expatriate field leaders in the international aid sector : a collective case study." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/25495.
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The international aid sector is a multi-billion dollar industry that has continued to grow in size, influence and complexity since the 1970s. The stakeholders are globalised and diverse, from elite UN politicians in New York and Geneva to malnourished infants in Somalia. This study attempts to focus on the professional development of one category of player in this multifaceted sector, that is the expatriate field leader employed international non-government organisations (INGO) and responsible for the implementation of projects in a cross-cultural environment. The study found that relationships, results, and grit were three foundational traits of exemplary expatriate filed leaders in the international aid sector. This collective case study takes a grounded theory approach to explore the professional journeys of 12 exemplary expatriate field practitioners in the international aid sector who work in Central Asia, Middle East, and North Africa with ten different INGOs and have an average of 12.5 years of field experience. The participants were nominated for the study by their supervisors or peers as being exemplary field leaders. The study purposes to gain insight into the professional journey of exemplary field leaders by examining their work-life experience from age 18 until present. Biographic narrative interviews were conducted and supplemented with professional development timelines to create the initial data set. The study provides insight into the processes of professional identity formation of expatriate aid workers and identifies seven events that shape their professional self-identity. These experiences consist of a variety of reflected appraisals and intrinsic rewards that validated or changed how the research participants saw themselves. Participants credited good relationships and seeing the results of their work as what keeps them going in spite of difficulties. On the other hand, the most difficult work experiences of the aid workers were not carjacking, riots, dust, heat, bugs, strange food, or low funding but relational conflicts and the grief associated with relational disappointments. Interpersonal relationships were core to both the best experiences and the most difficult experiences of the research participants. Gritty appears to be a better construct to describe exemplary field leaders than resilient. Grit is a trait defined as perseverance and passion for long-term goals. The research participants demonstrated grit in many situations, not least of which was in their commitment to learn the local language in-situ of crisis-affected people. The research participants believed that learning local languages was a key to establish and maintain meaningful relationships and cooperation with local people. The study also includes a discussion of an apparent incongruity in the international aid sector. On one hand the sector promotes the necessity of humanitarian professionals to establish and maintain collaborative relationships with crisis-affected people, but survey evidence suggests most workers in the humanitarian sector put a low priority on learning the languages of crisis-affected people while others do not have sufficient opportunity to learn the local languages because of the well-entrenched tradition of short-term employment contracts of 1-12 months and the practice of churning (rotating experienced staff from project to project). It appears that the current system of doing business in the humanitarian sector may actually obstruct professional competence and contribute to failed outcomes.
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Schafer, Nancy Jo. "Teacher Video Clubs: A Method for Creating a Mathematical Discourse Community through Collective Reflection." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/52.
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Although the reform movement in mathematics education has been very influential within colleges of education and among researchers, it has had less of an effect on mathematics education at the K-12 level (National Center for Educational Statistics, 1999). As a part of the reform movement, the National Council of Teachers of Mathematics (1991) recommends that teachers engage students in mathematical discourse. Given that situated learning theory suggests that reflection, particularly collective reflection, is necessary for professional development (Borko & Putnam, 1998; Lave & Wenger, 1991), this study examined the use of teacher video clubs as a space in which novice teachers can publicly and collectively reflect on ways to create productive mathematical discourse communities within their elementary classrooms. This study advances prior research by using teacher video clubs as a tool for enhancing mathematical discourse communities among novice teachers who facilitate video club sessions. This mixed-methods study examines (a) video club teacher-to-teacher discourse around teaching mathematics by using qualitative comparative analysis, (b) elementary students’ mathematical discourse in a case study of one video club member’s classroom by diagramming and coding classroom discourse, and (c) teachers’ (video-club group vs. traditional-coaching group) specialized content knowledge and reform beliefs measured by Teachers’ Knowledge for Teaching Mathematics Survey (Ball, Hill, Rowan, & Schilling, 2002) and Elementary Teacher’s Commitment to Mathematical Education Reform (Ross, McDougall, Hogaboam-Gray, & LeSage, 2003) respectively. The main findings are: (a) Teacher-to-teacher discourse focused of pedagogical issues across all video club session, but changes in later video club sessions to include questioning of goals and authority. Analysis of the discourse also reveal three possible affordances of video club participation: noticing, encouragement, and alternative ideas and strategies; (b) Classroom discourse became increasingly more horizontal and students increased initiation of discourse topics; and (c) As a group, video club members’ specialized content knowledge of students and content was found to be marginally significant over the traditional coaching group. No group difference was found in reform beliefs between the two groups. This study shows that video clubs have promising potential as an approach to professional development for the implementation of reform initiatives.
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Söderström, Pär-Anders. "Collective Structure of Neutron-Rich Rare-Earth Nuclei and Development of Instrumentation for Gamma-Ray Spectroscopy." Doctoral thesis, Uppsala universitet, Kärnfysik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-149772.
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Neutron-rich rare-earth nuclei are among the most collective nuclei that can be found in nature. In particular, the doubly mid-shell nucleus 170Dy is expected to be the nucleus where the collective structure is maximized. This has implications for the astrophysical r-process, since it has been suggested that the collectivity maximum plays an important role in the abundances of the rare-earth elements that are created in supernova explosions. In this work, the collective structure of the five nuclei 168,170Dy and 167,168,169Ho are studied and different theoretical models are used to interpret the evolution of collectivity around the mid-shell. In order to produce and study even more neutron-rich nuclei in this mass region, new radioactive ion beam facilities will be a valuable tool. These facilities, however, require advanced instruments to study the weak signals of exotic nuclei in a high background environment. Two of these instruments are the γ-ray tracking spectrometer AGATA and the neutron detector array NEDA. For AGATA to work satisfactorily, the interaction position of the gamma rays must be determined with an accuracy of at least five millimetres. The position resolution is measured in this work using a model independent method based on the Doppler correction capabilities of the detector at two different distances between the detector and the source. For NEDA, one of the critical parameters is its ability to discriminate between neutrons and γ rays. By using digital electronics it is possible to employ advanced and efficient algorithms for pulse-shape discrimination. In this work, digital versions of the common analogue methods are shownto give as good, or better, results compared to the ones obtained using analogue electronics. Another method which effectively distinguishes between neutrons and γ rays is based on artificial neural networks. This method is also investigated in this work and is shown to yield even better results.
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Molter, Christian [Verfasser], and Po Wen [Akademischer Betreuer] Cheng. "Development of a flying wind measurement system for collective operation / Christian Molter ; Betreuer: Po Wen Cheng." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2020. http://d-nb.info/1220692840/34.
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Bischoff, Maik Christian [Verfasser], and Sven [Akademischer Betreuer] Bogdan. "New principles in collective cell migration during Drosophila organ development / Maik Christian Bischoff ; Betreuer: Sven Bogdan." Marburg : Philipps-Universität Marburg, 2021. http://d-nb.info/1239239815/34.
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Maistry, Savathrie. "Community development education: the integration of individual and collective consciousness for community well-being within a social development paradigm in South Africa." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/182.
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This study focused on community development education and practice for the democratic and transformative South context. Social and community development are relatively new approaches to social welfare and community development is emerging as a discipline and profession to contribute to the goal of developmental social welfare. Community work, albeit to a minimal extent and not community development was viewed as a method of social work during apartheid. With community development being prioritized as an intervention strategy for poverty reduction by the national government, the gap in community development education needs to be addressed. The goal of the study was to develop an undergraduate curriculum framework for community development education that would produce a new generation of ethical community development professionals to contribute to the goal of developmental social welfare. The study focused on the integrated approach to community development education and practice; with education of the student as a whole human being as critical for community development in a transformative South Africa. To achieve its goal, the study identified three themes that were critical to the research: a conceptual framework, clarifying key terms; a curriculum framework for community development education; and qualities and ethics for a new generation of development practitioners. The qualitative study was based in the Eastern Cape Province, South Africa and because of the lack of a referential framework for community development education, the researcher looked towards learning from India which has over fifty years of experience in social and community development education and practice. The state of Kerala established a social development approach in 1957 and was chosen as a learning experience. The state’s Kudumbashree Mission which aims at poverty alleviation through the empowerment of women was chosen as a case study. The integral and values based education system of Sri Sathya Sai University in the state of Andhra Pradesh and the community development education and practice of Loyola College in the state of Kerala were examined. The research design was exploratory, conceptual, descriptive and developmental in nature. The qualitative methodology best suited the nature of this study and a combination of methods to obtain data from a variety of sources across national boundaries was employed. The participants interviewed in both countries were purposively selected for their involvement in social and community development directly as target groups, practitioners, managers and policy makers. The research produced a philosophical and theoretical framework that is unitary and integral and aligned with the current social development policy to guide community development education and practice. The unitary and integral framework encompasses the individual within the family and community context and locates the various dimensions of development such as the social, physical, cultural, psychological, spiritual, political and economical dimensions within a unitary platform. The framework is dominated by the holistic and humanistic philosophies without negating the rational and pragmatic perspectives. In conclusion, the study conceptualizes community development as a natural process; the integration of individual and collective consciousness and an intervention. The outcome of the study is a recommended curriculum framework for community development education that would be of relevance to the Eastern Cape Province in particular and for the South African context generally.
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Bös, Julian. "Collective learning in the multilevel governance project Civitas Dyn@mo : A case of knowledge management." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21619.
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Reflexive approaches to (multilevel) governance are currently discussed as essential for sustainable outcomes of decision-making. A key element of reflexive governance has been called collective learning. Collective learning has been argued to be a necessary tool or safeguard against the misuse of power in the context of sustainable decision-making. Though being named a key element, the effects of collective learning processes on power and conflict dynamics have been defined very vaguely in reflexive governance approaches. If at all, collective learning is described as an excursive debate that - given the choice of experienced actors and a set of rules – will automatically lead to balanced power distribution. This work contributes to the scientific discourse on reflexive governance by conceptualizing the process of collective learning in two steps. The first involves a conceptual claim whereby it is shown that collective learning, in addition to a discursive debate, consists of three ‘aspects’, communication, participation, knowledge implementation. This claim is exemplified via the investigation of a case of knowledge management in the sustainable governance project Civitas Dyn@mo, as it reflects the suggested aspects of collective learning.
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Charpentier, Pascale. "Comment les conseillers pédagogiques de circonscription entrent dans le métier : une contribution à l’usage débutant d’un genre professionnel." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3097.
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Dans le cadre de l'ERGonomie de l'Activité des Professionnels de l’Éducation problématisant les rapports entre santé, efficacité et construction de sens donné au travail, cette étude propose d'appréhender avec une double visée épistémique et transformative, l'activité des conseillers pédagogiques de circonscription débutants exerçant dans le premier degré. En donnant la parole au travail, selon une conception dialogique référée à Vygotski et à Bakhtine, nous nous intéressons à la manière dont ces professionnels investissent leur nouveau métier. Compte tenu du fait qu'un changement de statut est susceptible d'être vécu comme une situation de rupture, nous montrons comment le sens et l'efficience sont des éléments moteurs du dynamisme de l'activité. Dans la lignée des travaux de Saujat (2010), nous soumettons une proposition de modélisation selon laquelle l'entrée dans le métier, comme communauté d'appartenance, est subordonnée à un réseau de significations génériques liées à une histoire et à une culture de métier défendues par un collectif de travail<br>Within the framework of Ergonomics in the Activity of the Education's Professionals that questions the relationship between health, effectiveness and construction's process in the meaning given to work, this study proposes to perceive, thanks to a double epistemic and transformative dimension, Primary School trainer's activity as working beginners in new districts. Refering to Vygotski and Bakhtine's works, according to whom a dialogical design of the language exists in work, we are interested by the way thse professionals invest their new missions. Taking into account the fact that changing status is likely to be lived as breakdown situations, we're aiming to show how direction in work and efficiency are motive fluids for activity's dynamism. In the line with Saujat's work (2010), we submit a proposal of modeling the starting use of the kind. Lastly, we defend the idea according to which job's admission, as membership's community, is subordinated to a network of generic significiances related to a history and a culture of work defended by a colective group
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Germier, Christian. "Développement et changement : le développement professionnel collectif des enseignants face aux réformes dans les lycées agricoles publics." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20065/document.
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La dimension collective du travail enseignant constitue aujourd’hui un enjeu prégnant des réformes éducatives. Cette recherche ethnographique étudie les liens entre développement et changement. Nous envisageons le travail collectif des enseignants sous l’angle des interactions entre développement professionnel et changement institutionnel. Reprenant à notre compte l’hypothèse de l’émergence du collectif d’enseignants comme un nouvel acteur des systèmes éducatifs, nous lui attribuons la capacité de se développer professionnellement au contact de réformes. En appui sur les travaux existants d’une part sur le développement professionnel et d’autre part sur le travail collectif des enseignants, nous élaborons un modèle complexe de développement professionnel collectif (DPC) que nous soumettons au terrain dans le cadre de l’implantation des dispositifs d’individualisation dans les lycées agricoles publics français. Les résultats de ce travail montrent que le processus de DPC dépend de la nature du changement (forme, niveau, intensité), du contexte professionnel, organisationnel et institutionnel, et des caractéristiques (savoirs et identité professionnels) des membres du collectif. En effet, un texte particulièrement flou, prescrivant une nouvelle forme d’intervention auprès des élèves (accompagnement versus enseignement, individu versus groupe), appelle la construction de stratégies visant une mise en œuvre localement adaptée, sur la base de savoirs d’expérience et de savoirs nouveaux et, « acceptables » sur le plan de l’identité professionnelle. Ainsi, les quatre groupes enquêtés ont-ils réagi différemment face au changement, amendant par là même le modèle proposé<br>Nowadays, the collective dimension of teaching constitutes an important issue of the educative reforms. This ethnographic study deals with the links between development and change. We consider the teachers’ collective work as a result of interactions between professional development and institutional change. Referring to the hypothesis of the emergence of teachers’ collectives as new actors in the educative systems, we attribute to them the capacity to develop themselves professionally through the contact with reforms. Leaning on the research works about professional development on one hand, and about the teachers’ collective work, on the other hand, we build a complex model of collective professional development (CPD) that we submit to the fieldwork in the framework of the implementation of individualization devices in the French public agricultural colleges. The results of this work show that the process of CPD depends on the nature of the change (form, level, intensity), on the professional, organizational and institutional situation and on the characteristics (knowledge and identity) of the members of the collective. Indeed, an especially unclear text prescribing new forms of intervention to the pupils (accompanying versus teaching, individual versus group) requires the construction of strategies for a local and adapted implementation. These strategies are built on the basis of experiential and new knowledge and must be “admissible” at the professional identity. Thus, the four groups we studied had different reactions faced with the change, amending thereby the model which is proposed
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Pierce, Heather R. "The influences of culture, self-efficacy and collective efficacy on participation in voluntary learning and development activities." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28781.
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Hannesson, Sigurdur. "Feedback in collective ideation : How does feedback affect the development of ideas within an idea management system?" Thesis, KTH, Maskinkonstruktion (Inst.), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-170809.
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Innovative ideas are generated in many different arenas in modern organizations. One of the arenas is the web-enabled idea management systems. The idea management systems provide a venue for individuals or groups to share ideas to a large group of heterogeneous individuals within the organization. The aim is to draw upon the diverse source of knowledge from the group to develop the ideas further, improving their quality, and make them feasible as innovations. In this paper we have developed a tentative theoretical framework to investigate if and how different dimensions of feedback affect development of ideas within an idea management system. The theoretical framework then serves as a basis for an empirical research performed on data from an internal idea management system in a multinational telecommunications company. The study shows association of many of the feedback dimensions with idea quality. Iterative feedback, confirmation, feedback valence, and feedback style, show signs of positive relation, while number of feedback per idea shows negative relation. Additional information had both elements of positive and negative relation to idea quality. Finally, managerial implications are derived based on the results from the empirical research and previous research associated with the theoretical framework.
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Sarooshi, Danesh. "The development of collective security : the delegation of Chapter VII powers by the United Nations Security Council." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249554.
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Martins, Gonçalves Natália [Verfasser], and Rainer [Akademischer Betreuer] Rothfuß. "Integrated urban transport planning : accessible cities towards individual and collective development / Natália Martins Gonçalves ; Betreuer: Rainer Rothfuß." Tübingen : Universitätsbibliothek Tübingen, 2014. http://d-nb.info/1162898380/34.
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Smith, D. N. "Trade unions, employers and the development of collective bargaining in the tramway and omnibus industry, 1889-1924." Thesis, University of Liverpool, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378098.
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Vidler, Hailey, Tobias Wilbrink, Filippis Caroline de, and Ilja Maiber. "Taking Care to Change Trajectory: Exploring an integrated process of Collective Narrative Practices and Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18412.
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Our research paper looks at the sustainability challenge as an example of complexity in interrelated nested systems (or meta-problem) and we further explore the consequences of disruptive events induced by climate change (ie. Extreme Climate Events). Due to their potential effects on adaptive capacities of systems at all levels (macro, meso and micro) and the need for Strategic Sustainable Development (SSD) to develop meta-solutions (non-isolated, non-reinforcing) we focus on community-based interventions and participatory facilitation processes. Therefore, we enquire what might a process look like that supports a community’s psychological resilience and strategic sustainable development following a disruptive event. A way to reinforce a community’s adaptive capacities is through making meaning collaboratively and such a process can be supported by the use of stories and narrative. To this intent, we focus on the use of Collective Narrative Practices (CNP) within the implementation process (ABCD process) of the Framework for Strategic Sustainable Development (FSSD). CNP promote desired narratives and strengthen communities’ psychological resilience while the FSSD ensures the development of meta-solutions and their practical application (through the ABCD). Throughout a five-step exploration, we test their theoretical compatibility, interview FSSD and CNP practitioners, design an initial Process Prototype, test its validity by interviewing practitioners with expertise in both fields, and develop a final Process Prototype which embeds recommendations, guidelines and tools. Finally, our paper initiates the academic study of the linkage between FSSD and CNP and is aimed to guide practitioners of both fields to discern an effective way to facilitate the emergence of appropriate responses in a community, while maintaining or rebuilding its resilience and complying with SSD core principles.
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Gonçalves, Natália Martins [Verfasser], and Rainer [Akademischer Betreuer] Rothfuß. "Integrated urban transport planning : accessible cities towards individual and collective development / Natália Martins Gonçalves ; Betreuer: Rainer Rothfuß." Tübingen : Universitätsbibliothek Tübingen, 2014. http://d-nb.info/1162898380/34.
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Stein, Rosa Emilia Rodriguez. "Collective action in peripheral nations: A comparative analysis of five Central American countries." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184789.
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This study examines the nature and intensity of collective action in five Central American nations during the period 1950-1980. Using a historical comparative analysis, I found that Guatemala, El Salvador and Nicaragua have had guerrilla movements and Honduras and Costa Rica have not. Instead, Honduras and Costa Rica have developed workers and peasant movements that are important political forces in their respective societies. These differences are explained by comparing and contrasting the five countries in terms of distribution of land and income, their political structure and their political influence of the United States. Unequal distribution of land and income is commonly thought to produce frustration and discontent, and in turn, higher frequencies of collective action. In Central America, land and income inequality have remained, for the most part, constant, while the nature and intensity of collective action varies over time and across country. Consequently, I concluded that inequality alone does not facilitate the origin and development of forms of collective protest. More compelling theoretical arguments can be made for the political structure of each country and the political influence of the United States as preconditions for the nature and intensity of collective action. The strength of worker and peasant organizations, and their ability to protest non-violently during these times, occurred when the United States encouraged democratic government in these nations. These forms of governance provided freedom and protection for organizing and collective protest. But as the United States supported and encouraged repressive governments, non-violent actions were repressed, and in turn, violent forms of protest originated. Then guerrilla movements appeared and developed when the United States reduced or withdrew military assistance to these repressive governments.
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Penglase, Jacob. "Essays on Family Economics in Developing Countries." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107942.
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Thesis advisor: Arthur Lewbel<br>Thesis advisor: S Anukriti<br>In this dissertation, I attempt to better understand the inner workings of the household: Do parents favor certain types of children? When do parents decide to have their children work? How can we identify inequality within the household? These issues are fundamental to economic development and closely related to individual welfare. However, studying these questions is difficult since the household is in many ways a blackbox to economists; consumption data is typically collected at the household level, and concepts like bargaining power are not observable. My research examines these questions in a variety of different contexts in the developing world. In Chapter 1, I test for consumption inequality between foster and non-foster children in Sub-Saharan Africa. In Chapter 2, I examine the relationship between child labor and fertility in Nigerian households. Lastly, I study the identification of intrahousehold inequality in collective households in Chapter 3. Chapter 1: In “Consumption Inequality Among Children: Evidence from Child Fostering in Malawi", I study how resources are allocated among foster and non- foster children in Malawi. Child fostering is widespread in parts of Africa and the wellbeing of these children, who may be particularly vulnerable to impoverishment, is not well known. However, identifying individual-level consumption is difficult, since goods are shared and consumption is measured at the household level. Recent work on intrahousehold resource allocation has inferred child consumption from household- level spending on child-specific goods (e.g., child clothing). This literature is often dependent on the existence of goods in the data that are consumed exclusively by a particular type of person in the household. These studies are therefore limited by the level of assignability of goods within the consumption survey. Stated differently, to identify inequality between foster and non-foster children using existing techniques, I would need to observe expenditure on a good that is consumed separately by foster and non-foster children. Because I do not, I develop a new methodology using the collective framework to measure consumption inequality between foster and non-foster children. I find little evidence of inequality between foster and non-foster children. I then divide foster children by whether the child is orphaned, and I find that orphan-foster child consumption is 23 percent less than non-orphan foster child consumption. The results of this paper suggest that policymakers should design programs to improve the relative standing of orphan-foster children in the household. The methodological contribution of this paper is applicable to other contexts as intrahousehold inequality among children is widespread. Chapter 2: In “Child Labor Laws and Household Fertility Decision: Evidence from Nigeria" I study the Child Rights Act of Nigeria (CRA). In 2003, the Nigerian National Assembly implemented this law, which codified existing child labor standards and dramatically increased the penalties for employing children. I exploit the Child Rights Act to both understand the employment consequences of a child labor legislation, and to analyze the effect of lowering the economic value of children on fertility rates. Identification comes from variation in the timing of when each Nigerian state adopted the law, and from variation in the law’s age restrictions. Consistent with recent theoretical and empirical evidence, I find the Child Rights Act increased child employment at both the intensive and extensive margins. I then model household fertility decisions to demonstrate that the demand for children is increasing in child wages and therefore influenced by changes in the child labor market. I empirically test the model implications by examining the effect of the Child Rights Act on fertility rates, but find little to no effect. Chapter 3: In “Identification of Resource Shares with Multiple Assignable Goods" (with Caitlin Brown and Rossella Calvi), we study intrahousehold inequality. We develop a new methodology using the collective framework to identify resource shares, defined as the fraction of household resources consumed by each household member. We build upon recent work by Dunbar, Lewbel, and Pendakur (2013) (DLP) who identify resource shares by observing how expenditure on a single private assignable good varies with household income and size. They achieve identification by making semi-parametric restrictions on preferences across either household members or household sizes. Because our data contain multiple private assignable goods, we are able to employ this additional data to weaken the DLP preference restrictions using a different approach, which we call “Differenced-Similar Across People" (D-SAP). Under D-SAP, preferences for the assignable goods are allowed to differ entirely across both household members. However, we introduce a weaker restriction that requires that preferences differ across people in a similar way across goods<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Economics
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Msulwa, Rehema. "Organizing for collective development in pluralistic settings : theory and evidence from planning the UK's High Speed 2 railway." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/organizing-for-collective-development-in-pluralistic-settings-theory-and-evidence-from-planning-the-uks-high-speed-2-railway(a2fe0e8f-afce-43f4-a8c7-3fd8bfef5984).html.
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In capital-intensive organizations formed to plan new infrastructure development projects, the promoter of the project (as a single organization or as part of a coalition) rarely controls all of the critical resources required to achieve the system-level goal. Instead, the direct control of interdependent resources is diffused across multiple legally independent stakeholders (Lundrigan, Gil and Puranam, 2015). As such, the core structure in these so-called 'megaproject' meta-organizations is a classic empirical instantiation of a pluralistic setting (Denis, Langley and Rouleau, 2007). In pluralistic settings, the authority to make strategic decisions is diffused across actors with heterogeneous objectives, interests, values and expertise. Hence, to achieve the goal, the promoter needs to cooperate with multiple stakeholders. Since some critical resources are not transactional or measurable, the cooperation problem is not a 'buy' problem. Instead, resolving the cooperation problem necessitates a search for mutually consensual solutions that reconcile conflicting interests. Moreover, this search unfolds without recourse to top-down authority characteristic of unitary organizations. Therefore, the promoter has to play a coordinating role that traverses organizational boundaries to coalesce competing preferences into a one-off plan. Against this backdrop, this doctoral research investigates how designed rules and structures influence consensus-building during the collective development process. We conduct the research by drawing on two cognitive lenses consolidated in two vast bodies of literature that have remained largely disparate: organization design (Puranam, Alexy and Reitzig, 2014; Burton & Obel, 1984; Lawrence & Lorsch, 1967; March & Simon, 1958; Mintzberg, 1979) and collective action (Ostrom 1990, 2005). Combining these two research streams allows us to investigate how to resolve the coordination and cooperation problems inherent in pluralistic settings. Our research method is a single case study with embedded units of analysis. This method allows us to probe deeply into operational details while maintaining the holistic features of the focal phenomena (Yin, 2009; Yin, 2013; Siggelkow, 2007; Eisenhardt & Graebner, 2007). Our focal case is the planning stage of High Speed 2 (HS2), a new multi-billion-pound cross-country railway project in the UK. The scheme is promoted by the UK Government. However, the planning effort has required that the Government share local decision rights for planning choices related to the stations along the route with multiple local authorities. These local authorities are independent, resource-rich stakeholders who are impacted by local choices, and they have deep knowledge of local needs and constraints. Thus, in the HS2 case, organizing for collective action is a prerequisite for achieving the system-goal. Our research presents two major theoretical contributions. First, we contribute to organizational design literature by advancing our knowledge of how organizations can be designed to achieve system-level goals when decision-making authority is diffused across multiple organizational boundaries. Specifically, we advance our conceptual understanding of polycentric systems--a form of organizing that distributes decision-making authority across multiple local groups of independent stakeholders. As such, we illuminate the designed processes and structures that enable the core actors in a polycentric system to integrate effort and reconcile their differences over time. Organization design choices are about designing governance structures that enable and constrain collective action. Hence, we also contribute to the project management literature with insights on the governance of the planning stage of megaprojects. Specifically, we offer a deeper understanding of how to organize an inter-organizational setting to make planning decisions and manage interdependencies with the environment. Furthermore, we reveal that ambiguous evaluations of megaproject performance are rooted in collective efforts to resolve coordination and cooperation problems. Our research is grounded in the planning effort for the HS2 project and thus embedded in the UK context. We, therefore, encourage future studies to investigate the generalizability of our claims on organizing for collective action in other institutional contexts.
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McFadden, Thomas William. "Building industries: Collective action problems and institutional solutions in the development of the United States aviation industry, 1903-1938." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284725.
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The following research seeks to understand the effects of competition and regulation on the development of new industries. Specifically, the issue of whether or not laissez faire markets best promote industry growth and good economic performance is investigated. This work challenges prevailing neoclassical economic assumptions regarding the efficacy of competition and unfettered markets. Drawing on lines of research in economic sociology, institutional analysis, and organizational theory, I examine how public and private regulatory agencies, including states and associations, are used by firms to facilitate cooperation and organize economic activity. Contrary to prevailing neoclassical economic assumptions, I find that regulatory institutions are not necessarily a means of denying competitors access to markets, inflating prices, and gouging consumers, but rather a means by which economic actors overcome problems of collective action. Unfettered competition, I find, thwarts the growth and development of new industries that rely upon inputs that possess "collective goods properties", specifically, technical knowledge and a legitimate reputation. This research is historical and comparative. I study the development of America's aviation industry over the period 1903--1938. This period marks the birth of the industry through its rise to early maturity. Competitive pressures to control key technologies and develop appropriate standards for the use of aircraft created problems of collective action that undermined the fledgling industry's ability to establish viable markets for its goods and services. Industry members found they were unable to manage their proprietary activities through unfettered markets and private firms and, thus, turned to more cooperative arrangements to govern their economic affairs. Producers formed an association to pool their patented technology, solve free-rider problems, pursue uniform regulatory measures for the operation of aircraft, and conduct a national campaign to make the public "airminded". Not until these institutional arrangements were established did America's aviation industry move beyond its nascent stage of development and begin to experience good economic performance.