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Persson, Jennie. "Talking Collaboration: Conceptualizing Collaborative Research for Sustainable Development in Theory and Practice." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-358216.
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Cross-collaborations and interdisciplinarity have become buzzwords in academia as it has been identified and argued, that going beyond traditional academic boundaries is essential for providing solutions to complex, societal problems. Currently, most of the scholarly literature on collaboration focusses on sub-issues, such as arguments for and against the crossing of fields and disciplines, while there is a lack of practical case studies exemplifying its effect. The objective of this research was therefore to explore the arguments underlying initiatives to start an introductory collaborative program for young academics, identify these programs’ roles in the researchers' collaboration capacity, and thus, to gain understanding of how collaborative programs can contribute in the process of equipping young researchers with valuable tools to tackle today's and tomorrow's complex challenges linked to United Nations 2030 Agenda for Sustainable Development and its seventeen Sustainable Development Goals. The research for this thesis was done in two steps: (1) to search for a conceptual framework on the topic of research collaboration, and (2) presenting a single-case study of one example of a collaborative research enhancing program by conducting qualitative interviews with key respondents. This thesis explicitly includes an assessment of current theories on the development of collaborative and interdisciplinary research teams and the relevance of these for enhancing scientific capacity of innovation, effectiveness and progress. It concludes that collaborative research is an ambiguous and fluid concept. Although concepts and theories around this phenomenon have been proposed, there is no coherent consensus on the concept in the scholarly literature. Furthermore, the case study presented in this thesis offers a unique insight into young researchers’ experiences of participating a collaborative research program. It is recognized that there is a consensus among the persons interviewed that participating in a collaborative research program has greatly contributed to the individual researcher’s professional development. It is further recognized that the lack of standardized indicators for collaborative outputs implicates on the possibility to argue for the proposed benefits of collaborative research in relation to the Sustainable Development Goals.
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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.
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Murphy, Ailbhe. "Tower songs : Critical coordinates for collaborative practice." Thesis, Ulster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537601.
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This thesis has explored the possibilities within collaborative arts practice for creating an interdisciplinary form of evaluation to address the centrality and complexity of negotiation in collaborative practice. The navigational challenges for artists negotiating this field were considered in light of the critical debates within socially engaged arts practice (Kester, 2004 and 2005; Kwon 2002: Bishop, 2009, Lind 2004 and Doherty 2008) which tend to organise the field along a series of binary oppositions such as: process v product; aesthetics v ethics; participative v collaborative practice and intersubjectivity v autonomy. The cross-city collaborative project I initiated in Dublin called Tower Songs served as the vehicle for a practice-based investigation of my research questions. Tower Songs was concerned with the dynamics of a changing city amplified in the demise of public housing (flat complex) estates across Dublin. The thesis introduced a theoretical frame drawn from feminist and post colonial theory (Rodríguez 2006) in order to examine a series of reflective processes which sought to make sense of the first two years work of Tower Songs. From there an interdisciplinary turn in practice was described where questions of epistemology and knowledge production from within the social sciences encounter those negotiated practices and critical references from socially engaged arts practice. The question of evaluation of collaborative projects was tested from the point of view of this expanding theoretical register by Vagabond Reviews through the review of a large scale community-based street spectacle called the Night of the Dark Angel. That interdisciplinary practice was examined in relation to a post structuralist critique which drew on arguments for the destabilising of voice in qualitative inquiry (Lather, 2009 and 2004; Mazzei, 2009; Mazzei and Jackson, 2009 and Jackson, 2009) The post structuralist critique of voice was explored as a move away from the binary oppositions of art critical debates and the pre-determined linguistic arenas of formal evaluation frameworks in favour of a transversal reading of the collaborative experience.
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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.
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Calhoun, McKenzie L., and Micah Cost. "Nuts and Bolts of Collaborative Pharmacy Practice." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6903.
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Collaborative pharmacy practice rules went into effect on February 20, 2017. With these rules come new opportunities for pharmacists to work with prescribers to improve patient outcomes and increase access to pharmacist-provided care. This one-hour webinar, presented live by the Tennessee Pharmacists Association on March 9, 2017, provides information about how to properly implement collaborative pharmacy practice in pharmacy settings.
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Vangen, Siv. "Transferring insight on collaboration to practice." Thesis, University of Strathclyde, 1998. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21362.
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The need to form inter-organisational collaborative working arrangements is now common across community, public and private sectors. Working collaboratively however, is extremely complex and failures abound. Much research has recently been directed at understanding the nature of inter-organisational collaboration. Insight gained through such research provides the basis for informing, pragmatically, those trying to manage collaborative activities in practice. To date, attempts at making the insight on collaboration available and accessible to practice appear limited in scope and success. Many of those who embark on collaborative working arrangements also seem unaware of the need to consider explicitly the management of their collaborative processes. the high level of complexity, coupled with poor awareness of the need to consider the management of collaboration render the task of making insight available to practice difficult. This is the challenge addressed by the research upon which this thesis is based. The aim of research was to generate process theory on the transfer of insight on collaboration to practice. The work was undertaken in Participatory Action Research and Action Research capacities with individuals pragmatically concerned with collaboration in practice. Ten Design Principles for Transferring Insight to Practice were developed. Conceptualisations of who should be targeted, how they should be targeted and what the substance of the insight should be were also developed. These developments address relevant issues pertaining the Transfer of Insight on Collaboration to Practice.
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Roberts, Teresa L. "Collaboration in Contemporary Artmaking: Practice and Pedagogy." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248880538.
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Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.
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Jones, Michelle Suzette. "Professional collaborative learning : policy, practice and research perspectives." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63108/.
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In this introduction to the publications selected for examination for the degree of PhD in Education, at the University of Warwick, I will begin by outlining some the contextual influences on my published work. During my career, spanning over 30 years, I have had the privilege to be a head-teacher, local authority adviser, government policy adviser and a researcher. The publications that follow therefore focus on professional collaborative learning from these different vantage points, as these have inevitably influenced my writing.
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Colin, Noyale. "Becoming together : collaborative labour in contemporary performance practice." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/21169/.
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Performance, in its multi-participant aspects, tends to emphasise the relationship between the individual and the collective. Through an examination of practices of co-working in contemporary performing arts, and with a particular focus on choreographic practices, the thesis develops a theory of co-labouring grounded in the idea of an economy of belonging. Borrowing from Brian Massumi’s concept of ‘becoming-together’ (Massumi, 2002, 2011), this thesis assumes that the development of a sense of belonging is bound to temporal processes of becoming, and that such transient ways of being can be identified as central to an understanding of current collective formations. The thesis argues that the notion of becoming together in performance-making is likely to promote an ethics of belonging which foregrounds the practitioner’s affective commitment to the other, to relational modes of working and encompasses multiple and open-ended action modes. Co-labouring in performance is revealed as a site of human interaction which can yield new insights into the construction of contemporary digital collective identities. Building on post and para-human ideas of the multiplicity of self (Rotman, 2008), co-working is presented as a way to address the relationship between individual and collective becoming in advanced technological society. A central aim of the thesis is to investigate how far relational modes of working can enhance performance-making and the practitioner’s experience and sense of the self. Engaging with post-autonomist ideas of immaterial labour (Lazzarato, 1996; Negri, 2008), the thesis further assesses the extent to and conditions under which contemporary practices demonstrate patterns of resistance to dominant modes of working. The complexities of modes of co-working are examined through the use of a reflective research metadiscourse, which incorporates distinct registers of practice, commentary and analysis. These include a historical register, the use of case studies, and a practice-led stream of inquiry bound-in to and tied back to the theoretical. This approach allows for a multidimensional but also a critical view of modes of co-labouring; it reveals that an informed coworking is bound to the possibility of individual transformation for the co-workers in performance. In other words, the thesis argues that performance mastery (Melrose, 2003) can be seen as partly constituted by the participants’ negotiation of the relationship between the individual and collective.
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Polaha, Jodi, and Karen Schetzina. "A Collaborative Practice Model for Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6670.
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Atkinson, Karen Elizabeth. "Charities and collaborative campaigning : law, regulation and practice." Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485853.
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This thesis considers the problems (legal and non-legal) which arise in 'political' campaigning activity by charities, and explores the benefits and problems of approaching campaigning through collaborative arrangements. In particular, it considers whether the benefits and problems of collaborative working tend to alleviate or exacerbate the existing difficulties of campaigning work. In light of the problems identified, it also explores potential directions for reform of law, policy and practice. The thesis has a socio-Iegal basis, combining doctrinal and literature-based analysis of relevant issues with analysis of original empirical data. As this thesis is the first legal analysis focused on collaboration in campaigning it is exploratory in nature. It adopts a qualitative, grounded theory approach intended to produce detailed but indicative (rather than general) results. The doctrinal and literature-based element of the thesis considers: charity law relating to political objects and activities; wider laws which affect campaigning (specifically broadcasting law and criminal laws relevant to public demonstrations and protests); the legal implications ofcollaboration; and the effect of the policy environment on the nonlegal proble~s of collaborative campaigning. The analysis reveals complexity and unpredictability in the law relevant to campaigning and identifies the potentially severe consequences of contravening both the law on campaigning and the law relevant to collaboration. It also criticises the explanation of legal issues in relevant Charity Commission guidance and notes the effect, genesis and implications of the prevailing focus on risk management in Commission guidance. . The empirical study, which involved detailed interviews with charity personnel, found general low levels of awareness of legal issues and an overriding concern with a variety of non-legal issues of campaigning. These issues all related either to protection of reputation, resource and funding issues or relationships with external parties, themes which were mirrored in the data relating to how collaboration can both alleviate and exacerbate the problems ofcampaigning. The thesis concludes that the tendency of study participants to ignore relevant legal issues in campaigning and collaboration is a serious concern, given its potentially severe consequences. However, it also contends that the practical issues which the participants tended to prioritize are actually und~rpinned by the law. This is because the law is responsible for a further phenomenon: the perception of a pervasive bias within society against campaigning a s a legitimate charitablefunction. It is contended that charity law relating to politics both initiated negative attitudes towards campaigning and continues to contribute to the perpetuation of such attitudes within government policy, funding bodies and the general public. Nevertheless, the thesis also concludes that at the time ofits submission, attitudes towards campaigning are becoming more positive. This shift has catalysed calls for reform which have, to an extent, been addressed by government policy. Whilst the thesis concludes that planned reforms will be insufficient to address all of the problems identified, it also notes that the complex relationship between societal attitudes, law and government policy may have a domino effect and catalyse further reforms in future.
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Kiddey, Rachael. "Homeless heritage : collaborative social archaeology as therapeutic practice." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/6262/.
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To be defined by a lack of something – homeless – creates problematic identity challenges and fundamentally ruptures a person’s sense of ontological security. Archaeology as a contemporary material and creative practice involves working back and forth between material culture (landscapes, places and things) and intangible heritage (memories, stories and experiences). Through this work, narratives emerge which inform identities, challenge dominant stereotypes and aid a sense of belonging which enhances resilience and self-esteem among those involved. This thesis presents fieldwork conducted in the U.K. between 2008-2013 in which contemporary homeless people were engaged as colleagues (rather than participants) and facilitated to interpret the heritage of homelessness in ways and words meaningful to them. Working collaboratively with archaeology students, homeless colleagues mapped and documented landscapes and undertook two archaeological excavations of homeless sites. Two co-curated interactive public exhibitions were produced. This thesis considers how the archaeological process – counter-mapping, field-walking and talking, working as a team, identifying sites and artefacts of significance and constructing narratives – can be shown to have significant therapeutic effects. Memory and identity work are considered in relation to psychological observations concerning the qualitative benefits of hope and its role in motivating people. Recent neuroscience work is also drawn upon. Findings suggest that neural plasticity can be affected by the social environment in health damaging or health promoting ways (McEwan 2012). Significant positive outcomes from the Homeless Heritage project include increased ‘social connectedness’, independent living and employment among those involved and suggest that collaborative archaeological work can provide positive social environments and function as low level support. It is suggested that associated health benefits offer a potentially rich avenue for further collaborative research between archaeologists interested in how the discipline might function in socially useful ways and neuroscientists keen to explore non-pharmaceutical approaches to treatment of trauma and social sustainability.
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Alrabie, Nour. "Working Alone, Together : Towards Collective Entrepreneurship-as-Practice." Thesis, Toulouse 1, 2019. http://www.theses.fr/2019TOU10042.
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Le résumé en français n'a pas été communiqué par l'auteur<br>Current evidence of the effectiveness of multidisciplinary co-location for healthcare integration is mixed. This research investigates how sharing workplace among self-employed healthcare practitioners promotes collective actions. The first essay investigates a territorial project that is implemented across four French healthcare practices co-locating multidisciplinary practitioners. The second essay investigates four collective entrepreneurial journeys taken by self-employed healthcare practitioners leading to the creation of four rural PCCs in southwest France and southwest Germany. The third essay investigates entrepreneurial actions emerging from self-employed healthcare practitioners who belong to a community of practice (CoP). It explores how entrepreneurial actions emerge unwittingly from practitioners who are part of CoP, by studying their day-to-day practice. The first essay expands the theory of care integration by identifying three antecedents of multidisciplinary collaboration: (i) prior GP joint-practice experience, (ii) professional impetus, and (iii) GP peer group membership. The second essay extends understanding of the unfolding of engaging for collectiveness among self-employed individuals. It improves understanding of the creative organizing of self-employed individuals by (i) theorizing well-being as a driver of collective entrepreneurship in the rural healthcare context; (ii) conceptualizing regional embeddedness as a process of ‘being in, ‘doing at’, and ‘understanding of’ the territory; (iii) conceptualizing peer co-working as a practice that involves sharing a workplace, developing skills, and benefitting from social interaction; and (iv) theorizing peer co-working as a catalyst of collective entrepreneurship. The third essay’s contribution is three-fold: the essay (i) introduces the concept ‘unwitting entrepreneurs’ calling entrepreneurship scholars to push the boundaries of investigation, (ii) unveils entrepreneurs’ openness as practice by elucidating their practice of ‘taking whatever comes’ that initiates a ‘process to entrepreneuring’ with possibilities of emerging entrepreneurship, (iii) suggests CoP play a regulatory role and calls for further investigation of their potential in empowering and promoting the unwitting entrepreneurship among self-employed practitioners
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Horrocks, Cynthia J. "Partnering in Practice: A Look at Collaborative Student Teaching." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1336.pdf.
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Polaha, Jodi, Karen Schetzina, and Katie Baker. "A Collaborative Practice Training Model for Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/6.
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Falconi, Michael. "Awareness and Motivation in Collaborative Practice for Disaster Management." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/31935.
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Disasters are prevalent worldwide and there is a need to engage high-risk populations in collaborative disaster management activities to improve resilience that is inclusive of the whole community (Enarson, & Walsh, 2007). It is clear from extant literature that awareness has a supportive influence on collaboration, however there is need for a better understanding of how this interaction activates action toward collaborative disaster management activities (Mendoza et al., 2014; Na, Okada, & Fang, 2009), especially for high-risk populations (Enarson, & Walsh, 2007). Thus the purpose of this study was to understand how awareness activated individuals to collaborate in the EnRiCH asset-mapping task, to engage high-risk populations in disaster management activities and improve community resilience in future disasters. In this study we used qualitative content analysis to analyze audio-recorded semi-structured interviews to identify concepts and emergent themes. Self-Determination Theory (Deci & Ryan, 2008) and the ED Model of Awareness (Kuziemsky & O’Sullivan, under review) were used as a framework for the study. Findings and elements of Self-Determination Theory were used to expand the ED Model of Awareness to demonstrate how awareness motivates collaborative action. This study concludes that awareness influences the psychological needs of competence and relatedness, both positively and negatively in different contexts, to motivate individuals toward collaboration and sustained action. This is depicted in the extended ED Model of Awareness and Action to demonstrate how awareness is situated in the interaction between the psychological needs, motivation, and collaborative action.
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Harris, Suzanne D., and University of Lethbridge Faculty of Health Sciences. "An exploration of collaborative academic-practice partnership positions in nursing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2009, 2009. http://hdl.handle.net/10133/2507.
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Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.<br>xi, 155 leaves : ill. ; 29 cm
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Kennedy, Michael. "An approach to integrated collaborative practice in printmaking through transcriptions." Thesis, Anglia Ruskin University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288123.
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Baker, Robert Patrick. "Contexts of cultural capital in collaborative practice in further education." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19306/.
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This study explores ownership and manifestations of cultural capital (Bourdieu 1984) demonstrated by a sample of lecturers in the UK Further Education ('FE') sector and the influence this has on cross-college collaborative practice. The research was conducted at three colleges in the English Midlands in 2010-11 employing a researcher-as-bricoleur approach (Kincheloe 2002). Knowledge explaining inhibitor or activator mechanisms involved in collaborative working is essential if the sector is to gain from the opportunities of innovative problem solving afforded by communities of practice (Wenger et al. 2002). The significance of this knowledge is amplified when considered against the background of efficiency pressures resulting from funding cuts to FE proposed in the Government's 2010 Comprehensive Spending Review. The study found the types and magnitude of lecturers' cultural capital and the patterns of its deployment should act, in the main, as enablers for collaborative practice. Despite their middle-class professional status lecturers tend to exhibit popularist to middlebrow cultural affinities. The minority of practitioners who possessed 'highbrow' cultural capital tend to classify as cultural omnivores rather than exhibiting traits solely associated with univores (Peterson 1992, Peterson and Kern 1996). Few lines of cultural cleavage were found, with one notable exception. There was evidence of antipathy resulting from dislocations of capital owned by lecturers delivering Higher Education programmes in the FE environment and their predominantly FE line managers and FE lecturer colleagues. The asset value of cultural capital is depressed in comparison to more valuable 'organisational knowledge' capitals, for example an understanding of college bureaucratic practice and procedure. Deployment of high cultural capital where it might be exchanged for status tends to be suppressed. There was evidence of strong enthusiasm for collaboration, possibly due to the tolerance of the cultural omnivore (Erickson 1996), but Homo Actificivm is encountering significant obstacles to cross-college working: physical isolationism, the precarite of job insecurity (Bourdieu 1998a), andrestrictions imposed by inter-departmental competition within college. The thesis argues that to promote innovative collaborative practice Further Education colleges should rebalance the emphasis in their accommodation strategies to give more of an equal weighting to staff provision as they do for students. In the light of the findings, wherever possible, colleges should consider enlarging staffrooms and providing additional cost-efficient informal social network spaces for their staff organised around the optimum 'Dunbar number' (Dunbar 1992) in order to catalyse 'community'. The lecturer 'species' Homo Artificium is contrived from the study's results. Its name, etymologically from the Latin 'artificium', encompasses the notion of skill, ability and opportunity. It attempts to encapsulate FE's raison d'etre that of the UK's "Lifelong Learning and Skills Sector". The characteristics of the species are dissimilar to a distant relative, Homo Academicus, postulated by Bourdieu (1984b) following his research into the cultural capital possessed by Parisian university academics [pun intended]. My interpretation of Homo Artificium is depicted on the bookmark.
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Polaha, Jodi, Tim Bishop, and Leigh Johnson. "A Collaborative Practice Model for Behavioral Health in Primary Care." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6668.
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Batchelder, Ann Gardner. "The classroom as text: Collaborative construction of subject matter content." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185503.
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The purpose of this study was to document the construction of subject matter content through the description of daily lesson activities that occurred in two eighth grade Civics classes. Utilizing daily observations, field notes, audio-tapes, and interviews to collect data, this study focuses on how students and teachers work collaboratively during activities in order to construct a "text" of the subject matter of lessons. The metaphor of classroom as text was used as a framework for this study. Participants in this study were two teachers and their students in one section each of an American Civics course. Both classes were observed daily by a non-participant observer over the course of one semester. Field notes and audio-tapes were recorded by the observer during each lesson. Copies of materials and resources used during lesson activities were also collected. Interviews with teachers took place during the summer following the observation semester. Data were analyzed using an adapted version of Doyle's Activity Analysis Procedures (1984). In this procedure data from all data sources except interviews are combined in order to describe individual lesson activities. The focus of analysis was one unit that was taught as part of the curriculum in both classrooms. Results of analysis indicate that teachers and students in the two classrooms constructed different texts of the subject matter of the unit. Though there seemed to be similarities in general structure, the unit as it was enacted in each classroom, reflected differences in what aspects of content were represented, how content was constructed, how teachers and students interacted within the contexts of activities, and how activities were internally structured.
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Bell, A. "The isolation of collaboration : an exploration of the nature and extent of collaborative practice in a converter academy." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/25994/.
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Policies promoting collaboration have been introduced to counteract the policies of autonomy and school Marketisation. This thesis sets out to find the implications and extent of practitioner collaborative practice within a converter academy in England, examining models of collaborative practice critically through a case study lens. Central to the study is the policy ethos behind converter academies and a probing of the requirement to support and work with ‘weaker’ schools. This study considers the extent of such work and the experiences of the practitioners within the case academy, using questionnaires and interviews, exploring the tensions emanating from the contradiction of local and national drivers. The Findings show that practitioners’ perceptions of the models of collaboration have changed over time and current policies have led to teacher isolation. Practitioners value collaborative practice and understand its benefits but find that policies within the academy as well as time pressures of demanding roles within education mean it is often just an add on to the day. The conclusions drawn from the study suggests that in the case academy the policies drivers for collaboration have led to teacher isolation as well as contrived collaboration. This is derived through policies that force collaboration through a lack of trust in teacher professionalism.
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Green, Christopher. "Relative distancing in interprofessional education and collaborative practice : a grounded analysis." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548600.
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Memon, Ally Raza. "Management in collaborative and integrated healthcare service systems : concept and practice." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21998.
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This study explores how managers are coping within a changing public healthcare service context and how the role of service managers and the nature of Management Development are being transformed. With the public healthcare sector in the UK facing complex challenges including financial constraint and increasing service demand, it is inevitable that collaborative partnership working and service integration are viewed as a means of addressing such challenges. Using the views and experiences of service managers from Scottish Community Health Care Partnership cases, the study highlights the experiences of managers in relation to partnership working and service integration and explores the potential implications of this for managerial learning, training and development. The research evidence establishes the importance of changing roles, responsibilities and relationships for managers in a changing healthcare service environment and takes on board a Service-Dominant approach and propositions from New Public Governance theory to explain these and to address attendant issues. Specifically, the challenges surrounding the learning, training and development of managers in an increasingly integrated services environment are explored and reconceptualised through a Services-as-Systems approach. The outcomes of this study allow for a better understanding of the changing nature of work that managers do and attempts to reframe Management Development in such a context for the future.
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Harrison, Ryan C. "Resonance: Collaborative Explorations of the Contemporary Percussionist." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597482410922158.
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Ponti, Marisa. "Actors in Collaboration : Sociotechnical Influence on Practice-Research Collaboration." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3549.
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There has long been a concern about the research-practice gap within Library and Information Science (LIS). Several authors have highlighted the disconnection between the world of professional practice, interested in service and information system development, and the world of the academy, focused on the development of theory and the progress of the discipline. A virtual organization, such as a collaboratory, might support collaboration between LIS professionals and academics in research, potentially transforming the way research between these two groups is undertaken. The purpose of this study was to examine how sociotechnical aspects of work organization influence the initiation, development, and conclusion of collaboration between LIS academics and professionals in distributed research projects. The study examined the development of three collaborative projects from the start to completion in two countries, Italy and another European country. The data analysis aimed at deriving implications for the further development of theory on remote scientific collaboration, and for the design of a sustainable collaboratory to support small-scale, distributed research projects between LIS academics and professionals. The research design, data collection, and data analysis were informed by Actor- Network-Theory (ANT), in particular by Callon’s model of translation of interests. Qualitative interviews and analysis of literary inscriptions formed the key sources of data for the three case studies. The analysis of how and why collaborations between LIS academics and professionals initiated and developed revealed that the initial motivation to pursue collaboration has to do with the lack of economic and organizational resources on either or both sides, and with a genuine interest in a topic by both academics and professionals. The case studies in this study were decentralized and bottom-up projects in which LIS academics and professionals pursued collaboration because they had a genuine interest in a given topic and not because they were mandated by their employers, or they hoped to be acknowledged and promoted by them on the basis of their participation in the project. Market conditions and/or institutional pressures did not exert much influence on the start and development of these collaborations, although one project was influenced by political considerations and funding conditions in healthcare. The patterns emerged from the findings of the three cases underpin the development of a sociotechnical framework aimed at providing a better understanding of remote collaboration between academics and professionals not only in LIS but also in other fields affected by the research-practice gap.<br><p>Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning kl. 13.15 torsdagen den 29 april 2010, i hörsal C203, Högskolan i Borås, Allégatan 1, Borås.</p>
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Gabriel, Gerard Cesar. "COMPUTER MEDIATED COLLABORATIVE DESIGN IN ARCHITECTURE: THE EFFECTS OF COMMUNICATION CHANNELS ON COLLABORATIVE DESIGN COMMUNIATION." University of Sydney, 2000. http://hdl.handle.net/2123/3961.
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Doctor of Philosophy (PhD)<br>Up till now, architects collaborating with other colleagues did so mostly face-to-face (FTF). They had to be in the same space (co-located) at the same time. Communi-cation was ‘spontaneous’ and ideas were represented, whether verbal or non-verbal, by talking and using ‘traditional drawing tools’. If they were geographically displaced, the interaction was then space affected as well as the probability of being time affected. In this case communication was usually mediated through the tele-phone, and graphically represented ideas were sent by Fax or posted documents. Recently, some architectural firms started using modems and Internet connections to exchange information, by transferring CAD drawings as well as design informa-tion, through e-mail and file transfer protocol (FTP). Discussing ideas in architecture, as a more abstract notion, is different from discuss-ing other more concrete arguments using video conferencing. It is more important to ‘see’ what is being discussed at hand than ‘watch’ the other person(s) involved in the discussion. In other words the data being conveyed might be of more impor-tance than the mode of communication. Taking into consideration recent developments in computer and communication technologies this thesis investigates different communication channels utilised in architectural collaboration through Computer Mediated Collaborative Design (CMCD) sessions as opposed to FTF sessions. This thesis investigates the possi-ble effects these different channels have on collaborative design in general and col-laborative design communication in particular. We argue that successful CMCD does not necessarily mean emulating close prox-imity environments. Excluding certain communication channels in a CMCD envi-ronment might affect the flow and quantity of synchronous collaborative communica-tion, but not necessarily the quality and content of mutually communicated and rep-resented design ideas. Therefore different communication channels might affect the type of communication and not necessarily the content of the communication. We propose that audio and video are not essential communication channels in CMCD environments. We posit that architects will collaborate and communicate design representations effectively although with some differences, since those two chan-nels might cause interruptions and successful collaborative sessions can take place without them. For this purpose we conducted twenty-four one-hour experiments involving final year architecture students all working to the same design brief. The experiments were divided into three categories, FTF, full computer mediated collaborative design sessions (CMCD-a; audio-video conferencing plus whiteboard as a shared drawing space) and limited computer mediated collaborative design sessions (CMCD-b; with Lambda MOO used as a chat medium plus whiteboard as a shared drawing space). The experiments were video and audio taped, transcribed and coded into a custom developed coding scheme. The results of the analysed coded data and observations of the videotapes provided evidence that there were noticeable differences between the three categories. There was more design communication and less communication control in the CMCD-b category compared to the FTF and CMCD-a categories. Verbal communi-cation became shorter and straight to the point in CMCD-b as opposed to spontane-ous non-stop chat in the other two categories. Moreover in CMCD-b the subjects were observed to be more reflective as well as choosing and re-examining their words to explain ideas to their partners. At times they were seen scrolling back through the text of the conversation in order to re-analyse or interpret the design ideas at hand. This was impossible in FTF and CMCD-a sessions, since the sub-jects were more spontaneous and audio representations were lost as soon as they were uttered. Also the video channel in the CMCD-a category was ignored and hardly used except for the first few minutes of the experiments, for a brief exchange of light humour on the appearance of each subject. The results obtained from analysing the experiments helped us conclude that differ-ent communication channels produce different collaborative environments. The three categories of communication for architectural collaboration explored in our ex-periments are indicative of the alternatives available to architects now. What is not clear to architects is why they would choose one category over another. We pro-pose that each category has its own strengths and difficulties for architectural col-laboration, and therefore should be selected on the basis of the type of communica-tion considered to be most effective for the stage and tasks of the design project.
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Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.
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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Harding, John. "Meta-parametric design : developing a computational approach for early stage collaborative practice." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646138.
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Computational design is the study of how programmable computers can be integrated into the process of design. It is not simply the use of pre-compiled computer aided design software that aims to replicate the drawing board, but rather the development of computer algorithms as an integral part of the design process. Programmable machines have begun to challenge traditional modes of thinking in architecture and engineering, placing further emphasis on process ahead of the final result. Just as Darwin and Wallace had to think beyond form and inquire into the development of biological organisms to understand evolution, so computational methods enable us to rethink how we approach the design process itself. The subject is broad and multidisciplinary, with influences from design, computer science, mathematics, biology and engineering. This thesis begins similarly wide in its scope, addressing both the technological aspects of computational design and its application on several case study projects in professional practice. By learning through participant observation in combination with secondary research, it is found that design teams can be most effective at the early stage of projects by engaging with the additional complexity this entails. At this concept stage, computational tools such as parametric models are found to have insufficient flexibility for wide design exploration. In response, an approach called Meta-Parametric Design is proposed, inspired by developments in genetic programming (GP). By moving to a higher level of abstraction as computational designers, a Meta-Parametric approach is able to adapt to changing constraints and requirements whilst maintaining an explicit record of process for collaborative working.
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Wasner, Victoria Ellen. "Collaborative inquiry into service learning : ethical practice through a 'Pedagogy of CARE'." Thesis, Durham University, 2019. http://etheses.dur.ac.uk/12991/.
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Practitioner inquiry is an ethical process that begins from a stance of caring. When one cares about the principles of democratic participation and social justice, one wants to advocate for them through modelling them in practice. When teachers engage in practice-based research that is democratic and radical in its intent and process, they act as ethical role models. The aims of this inquiry were to explore ethical principles of practice through a 'students as researchers' approach to service learning at the high school campus of an international school in Central Switzerland. The research question that drove the inquiry was; 'How does meaningful teacher and student involvement as collaborative inquirers into service learning model a pedagogy for service learning?' The participatory methodology of practice-based, collaborative inquiry involved a teacher-researcher and student researchers engaging in a pedagogy that was based on mutual understanding and respect and critical reflection. A rich variety of qualitative, practice-oriented methods were employed within cycles of inquiry and spirals of action and reflection. Through modelling and reflecting on the pedagogical strategies that were part of the collaborative research process, a framework for a 'Pedagogy of CARE' was developed. The acronym CARE, whilst representing the underlying stance of caring, stands for the required and desired personal attributes within collaborative inquiry; one is conscious, active, responsible and experimental. At the same time, it also embodies pedagogical principles; one engages in a practice of consciousness, action, responsibility and experimentation. This framework, conceptualised as a non-hierarchical pyramid model, can be used by teachers and educational researchers within international education and beyond to inform a practice that is ethical in both its process and intent.
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Kay, Jenna (Jenna Leidy). "Collaborative adaptive management in practice : case studies from Arizona and New Mexico." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/73817.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2012.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 77-82).<br>Collaborative adaptive management (CAM) is a natural resource management approach in which a diverse group of stakeholders iteratively plan, implement, monitor, evaluate and adjust management actions to reduce uncertainty and improve decisions over time. In practice, few examples of successful CAM have been identified. This study examines three efforts in the southwestern United States: the Las Cienegas Adaptive Management Program and two projects in the Malpai Borderlands - Prescribed Fire Planning in the Peloncillo Mountains and the McKinney Flats Project. Three questions are addressed: 1) What does CAM look like in practice'? 2) Are my cases actually examples of CAM? Why or why not'? 3) If so, what enables CAM to happen in these efforts? To be successful, CAM structures need to be able to withstand the length of time and dynamic nature of a CAM process. The three cases each demonstrate effective ways to design and implement many aspects of CAM, but, processes have faltered when key elements were absent. Specific tools, such as the use of a trained mediator and joint fact-finding, were introduced in the cases to address process deficiencies interfering with the group's ability to collaborate or test management strategies. Factors such as effective long-term leadership, committed and enthusiastic participants, and strong organizational partnerships have also promoted the implementation of these programs. Recommendations for implementing a durable, flexible and wise CAM process are included.<br>by Jenna Kay.<br>M.C.P.
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Lockheart, Julia Margaret. "Doing language together : collaborative writing practice for design teams in higher education." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18524/.
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This thesis offers and evaluates collaborative writing practices for teams of Design students at M-Level in Higher Education (HE). The research begins by asking why writing is included in current art and design HE, and identifies an assumption about the role of writing across the sector derived from a misreading of the 1960 and 1970 Coldstream Reports. As a result, drawing on recommendations that were made in the Reports for non-studio studies to be complementary to art and design practice in HE, I focus on how teams of design students can complement their design skills with collaborative writing. Some studies for addressing how design students learn from writing in HE already exist, but none have established a practice-centred teaching method for collaborative writing for design teams at M-level. My research captures the effects of my Approaches, Practices and Tools (APTs) across three case study workshops. I compare these with the most common writing model in HE designed for text-based study in the humanities. My APTs use participants' designerly strengths to redesign how they can use writing to complement their practice. This provides learners with a means of identifying and creating their own situated writing structures and practices. I document how my practice-centred APTs position collaborative writing practices as a designerly mode of communication between design practitioners working in teams. I show it to be more complementary to practice and so more effective in comparison to models imported from the humanities. My explorations are carried out through two thesis sections. Section One is an in-depth literature-based rationale that critically informs my investigations. Section Two presents my methodologies and reports three case studies, in which I explore the emergent data collected through a range of qualitative methods, mapping and evaluative techniques. The findings are of importance to those teaching M-Level design courses.
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Wright, Rebecca Danielle. "An exploration into how collaborative problem solving groups can change teachers' practice." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2992.
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This thesis includes three related documents. The first, the Systematic Review, includes a review of literature relevant to the area. In the second, the Bridging Document, there is a discussion about the conceptual framework which links the Systematic Review with the Empirical Research. It also explores ethical and methodological issues. The final document discusses findings from the Empirical Research, as well as future implications for educational psychologists’ practice. There are many Continuing Professional Development (CPD) models for teachers. This Systematic Review focuses specifically on the under researched area of ‘collaborative problem solving groups’. Synthesis of findings from five articles about ‘collaborative problem solving groups’ suggested that benefits for teachers existed within the context of some challenges. Teachers benefited from the time and space to reflect, be with others and problem solve; thinking differently about a situation and changing their practice. Teachers also benefited from decreased stress levels. Challenges related to demands on their time, difficulties putting changes into practice and concerns that participation was judged by colleagues. This empirical study outlines an action research project carried out with three teachers, on how the process of being in a collaborative problem solving group promoted changes to their practice. Tape recorded review sessions with participants took place before and after three collaborative problem solving groups, during which participants discussed the thinking and associated changes that occurred for them throughout the process. A second research focus considered how a facilitator could promote changes to teachers’ practice during collaborative problem solving. Constructionist grounded theory was used to analyse the data. General factors that supported changes to teachers’ practice included: an acknowledgement that participants think differently, appreciating that problems and classrooms are complex, being open minded and recognising perceived impacts of social and political pressures. A facilitator can promote vii changes to teachers’ practice by acknowledging these areas, whilst also applying psychology to facilitate a democratic process and attend to relational factors. A constructed grounded theory outlines that the roles of the facilitator and participants are interrelated and dynamic, thus requiring ongoing attention. Implications for educational psychologists are considered.
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Ledger, Matthew. "The best interests of the child and the potential of collaborative family law : a critical analysis of collaborative lawyers' perspectives on important issues in collaborative practice." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61485.
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Children are very important to the future of Canadian society. In addition to being one of the most cherished aspects of parents’ lives, they represent Canada’s future politically, economically and socially. Family conflict, and resulting events such as divorce or separation, can represent a significant challenge to healthy child development. The manner in which family disputes are resolved between parents therefore has an important role to play in ensuring the healthy development of children. To that end, it is incumbent upon those engaged with the topic of family dispute resolution, to further explore family dispute resolution methods that have potential to help achieve these goals.
Collaborative family law, with its emphasis on a more holistic approach to resolving family disputes, appears to be one promising method. The literature review contained herein reveals the potential of collaborative law to help children and families. It also identifies several key issues with the collaborative process that collaborative lawyers should think about when trying to achieve this goal.
The interview study that forms a key part of this thesis is focused on the collaborative family law model practiced in the Vancouver area. The study involved semi-structured interviews of ten collaborative lawyers. A set of standard questions, and flexible follow ups as necessary, were asked of each lawyer, concerning difficult issues with collaborative family law as identified in the literature. The goal of these interviews was to obtain lawyers’ perspectives on important issues facing their practice. Few such studies have been done in Canada.
The result was an in depth exploration and critical analysis of major issues facing those practicing collaborative family law, and how collaborative lawyers in the Vancouver area address these issues. The success of collaborative family law at maximizing its benefit to families is arguably contingent upon suitable families choosing the collaborative process, as well as the proper execution of the process to suit the individual needs of each family. Hopefully, the discussion herein will further the pursuit of these objectives.<br>Law, Peter A. Allard School of<br>Graduate
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Modi, Sunila. "Exploring the emergence of collaborative practices in globally distributed agile software development." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/16368.
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Agile software development approaches have emerged as a response to perceived frustrations of more heavyweight plan-driven methods, and have now become well established within the information systems field. More recently, there has been a tremendous growth in applying agile methods in globally distributed settings. In light of this, there is a pressing need to understand how agile practices are adapted which were originally conceived for collocated settings, and now actually being used in globally distributed settings, taking into account the challenges posed by such contexts. The aim of this thesis is to contribute to this research gap, with a quest to better understand and unpack the "black-box" of how collaborative practices evolve within global agile settings. The value of this research lies in improving and advancing our understanding of the challenges the team members go through in adapting agile practices in global contexts. The research also explores how collaborative practices can support agility in globally distributed settings. In order to contribute to knowledge and increase conceptual clarity, there is a need to carry out in-depth and in-situ research within an organisational context. By taking a socio-technical perspective this study intends to extend our existing knowledge on how collaborative practices are evolving in real-time practice within globally distributed agile settings. The empirical evidence is drawn from a globally distributed team, operating in a global financial bank with offices based in London and Delhi. Interpretive research methods including semi-structured interviews and observations are used to understand team members' experiences of developing collaborative practices in a globally distributed context. Although existing literature on agile software development acknowledges the intrinsic significance of collaboration for effective functioning of agile methods, current studies fail to demonstrate a situated practice perspective on how collaborative practices are adapted in globally distributed settings. This study enlists the analytical concepts of boundary objects and Pickering's "mangle of practice" to better understand the process of how collaborative practices evolve in globally distributed agile teams. The resulting analysis provides us with a much more nuanced understanding of how interactions take place in developing collaborative practices in globally distributed contexts. The findings reveal that collaborative practices within such settings tend not to follow from pre-set expectations of how agile practices should work, but are temporally emergent. Team members have to revise collaborative practices through an ongoing process of mutual "tuning" within their situated contexts, in order to achieve a gradual state of interactive stability or a steadiness of practices. The results demonstrate how actors address the challenges in developing shared understandings to drive forward the joint software development process across global locations and move towards supporting agility within the projects. The thesis presents a pluralistic conceptual framework called the Collaborative Tuning Approach, which aids in gaining critical insights of issues related to adapting agile practices and also demonstrates how collaborative practices can act as enabler to achieving agility in such settings. The framework explains the challenges the team members face and how these are overcome when attempting to modify practices and indeed how these evolve through an ongoing state of flux and uncertainty leading to hybrid agile practices.
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El, Badawi El Najjar Rachad. "Collaborative methods and tools to remotely develop multi-sites engineering standards : the case of GE renewable energy-hydro." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAI002/document.
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Dans un marché mondial, de nombreuses sociétés sont passées d’une stratégie d’entreprise centralisée où les produits sont conçus dans un lieu central et fabriqués dans les centres régionaux à une entreprise décentralisée, puis à une organisation répartie sur les régions. Le contexte Industriel de la thèse est GE Renewable Energy – Hydro solutions qui conçoit et fabrique des centrales d’énergie hydraulique. L’organisation GE hydro est dispersée sur 5 régions (Amérique du Nord, Amérique Latine, Europe, Chine et Inde). Chaque région est devenue une partie de cette organisation distribuée où sont conçues et fabriquées des turbines hydrauliques / générateurs. Cependant, de nouveaux défis ont surgis dans ce processus de développement de produits distribués : les besoins spécifiques à un marché, les différentes pratiques de travail, des différentes méthodes de conception, en plus des différences culturelles entre les régions.Afin de rationaliser ces différences, le développement de produits distribués comportait plusieurs objectifs. Par exemple, la standardisation des processus d'ingénierie, le développement des guides de conception commune pour les outils d'ingénierie, l'harmonisation des procédures de qualité et de résolution des problèmes. L’organisation Hydro a confié ces objectifs aux collectifs d'ingénierie virtuels qui sont dispersés dans toutes les régions.Notre recherche vise à étudier et à soutenir les collectifs d'ingénierie virtuels dans la co-création des standards techniques propres à l'entreprise. Les collectifs d'ingénierie virtuels impliquent des concepteurs, des ingénieurs industriels, des techniciens ainsi que les utilisateurs finaux. Ils devaient collaborer à distance afin de co-développer les standards techniques et plus tard de les adopter dans les projets des clients.Les collectifs d'ingénierie virtuels ont été au cœur de notre démarche de standardisation, la thèse a abordé les questions de recherche suivantes :1."Quel processus et plateforme collaboratifs de standardisation pourront permettre aux collectifs d'ingénierie de co-développer leurs standards à distance ?"2."Quelles sont les caractéristiques des différents types de collectifs virtuels qui conviennent respectivement au processus collaboratif de standardisation ?"3."Quel processus opérationnel doit être défini pour faciliter le travail des collectifs d'ingénierie virtuels dans une organisation gérée par projets ?"De la littérature, nous avons défini et différencié les types des collectifs d'ingénierie virtuels en tant que communautés de pratiques ou d'intérêt virtuelles, des équipes virtuelles et des réseaux d'apprentissage. Grâce à des observations et des réflexions autour de la pratique, nous avons développé et testé nos propositions. Les contributions principales de la thèse sont résumées telles que :1.Un modèle de processus collaboratif de standardisation pour co-développer les standards techniques à distance.2.HySPeC - une plateforme collaboratif de standardisation - pour répondre aux différentes exigences du processus collaboratif de standardisation.3.Un modèle dynamique pour caractériser les collectifs virtuels en fonction de leurs phases de développement.4.Un cadre des collectifs virtuels pour sélectionner, différencier et adapter les collectifs virtuels en fonction des objectifs du projet.5.Un processus opérationnel des collectifs virtuels pour faciliter l'adoption et la mise en œuvre des standards d'ingénierie dans les projets.La direction chez GE Hydro a considéré les propositions comme un facteur de succès pour co-développer les standards d'ingénierie à distance. Les différents types des collectifs virtuels peuvent s’adapter au processus de standardisation collaboratif et utiliser intuitivement les fonctionnalités de la plateforme collaborative. L'approche a également fourni un processus opérationnel pour faciliter l'intégration et le travail des collectifs d'ingénierie virtuels au sein de l'organisation hydro<br>In a global economy, the conquest of exploring and acquiring new markets has led many companies to expand their business around the globe. Many companies adopted a strategy of shifting from a centralized company where products were designed and manufactured in one region to a decentralized company, and then to a distributed organization over the regions. Our thesis context is GE Renewable Energy – Hydro solutions that designs and manufactures hydraulic power plants. GE hydro organization is scattered over 5 regions (North America, Latin America, Europe, China and India). Each region became part of this distributed organization where they participated in the designing and the manufacturing of the hydraulic turbines/ generators. However, new challenges arose in this distributed product development process: specific market needs, different working practices, various design methods, multitude of design tools in addition to the cultural differences among the regions.In order to rationalize the regional differences, the distributed development of hydraulic turbines and generators entailed several objectives. For example, standardization of engineering processes, development of common design guides for engineering tools, harmonization of quality sheets and troubleshooting procedures. Hydro organization has entrusted these objectives to the virtual engineering collectives who are dispersed in all the regions.Our research aimed at studying and supporting the virtual engineering collectives in the co-creation of corporate engineering standards and guidelines. The virtual engineering collectives involved the designers, industrial engineers, technicians as well as the end-users. They had to remotely collaborate in order to co-develop the engineering standards and later on to adopt them in customer projects.Since the virtual engineering collectives were at the core of our standardization approach, the thesis addressed the following research questions:1- “which collaborative standardization process and platform could enable the engineering collectives to co-develop their standards at distance?”2- “what are the characteristics of the different virtual collectives’ types which suit respectively the collaborative standardization process?”3- “which operational process has to be defined to ease the work of the virtual engineering collectives within a project based management style?”From the literature, we defined and differentiated the virtual engineering collectives’ types as virtual communities of practice and/or interest, virtual teams and networks of learning. Through observations and reflections from the practice, we have developed and tested our propositions. The main thesis’ contributions are summarized as follows:1- The collaborative standardization process to co-develop the engineering standards at distance.2- HySPeC templates – the collaborative standardization platform - to respond to the different requirements of the collaborative standardization process.3- The virtual collectives’ dynamics (VCD) model to characterize the virtual collectives in function of their development phases.4- The virtual collectives’ framework (VCF) to select, differentiate and fit the virtual collectives in function of the project’s objectives.5- The virtual collectives’ operational process to facilitate the adoption and the implementation of the engineering standards in the customers’ projects.The top management at GE Hydro found the proposed collaborative standardization approach able to co-develop the engineering standards at distance. The different virtual collectives’ types can fit and adapt to the collaborative standardization process and intuitively use the collaborative platform’ functionalities. The approach also provided an operational process to facilitate the integration and the work of the virtual engineering collectives within the distributed hydro organization
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Gelmini-Hornsby, Giulia. "Scaffolding children's collaborative story-telling through constructive and interactive story-making." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13911/.
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The main aim of this research was to investigate how children's collaborative storytelling could be scaffolded through technologically mediated resources and how these resources can be made more effective by scaffolding around them. The benefits of providing children with resources, encouraging them to construct their own representations and to interact with each other while they make their story were investigated with respect to the quality of their subsequent storytelling. The first piece of work presented in this thesis is a qualitative case study aimed at exploring how the collaborative storytelling task could be resourced with and without technology, as well as the effectiveness of scaffolding around the technology through adult guidance, and whether the potential benefits could be maintained once the additional guidance was withdrawn. Although the study found that the (technology mediated and non-technological) resources provided did not support for children's engagement in discussion and storytelling, providing scaffolding around these resources was effective at promoting discussion and good collaborative storytelling. Specifically, adult guidance designed to encourage children to articulate their story ideas through questions was shown to benefit children's engagement in discussion and the quality of their collaborative storytelling. Moreover, the children continued to engage in discussion and to produce well structured, rich and coherent stories once the additional guidance was withdrawn. The second study presented in this thesis was of an experimental nature. It built on the findings from the case study by employing more structured resources as well as making the task more ecologically valid for the children through the introduction of a real audience and the matching of the participants with familiar peers (i.e., school mates). The study investigated the benefits of encouraging children to construct their own representations by comparing a task where children were presented with pictures they could manipulate and a task where children were encouraged to construct their own dynamic drawings over these pictures. The study found that children's collaborative stories were longer when the children were encouraged to construct their own dynamic drawings. The stories were also qualitatively better, as they contained more structural elements and were richer in style. However no differences were found between the stories in the two tasks with respect to extent to which children were able to build coherently on each others' contributions. This is argued to have been due to the fact that little shared understanding was established among the children about their collaborative story as a result of a lack of engagement in interactive discussion. The third study was also experimental in nature, and it investigated the benefits of complementing children's construction with scaffolding specifically aimed at encouraging them to discuss their story as this was being made. The study compared a task where children making a story together were encouraged to construct their own dynamic drawings with a task where they were also required to use a set of question prompts to discuss their ideas. It was found that when they were required to engage in reciprocal questioning, the children discussed their story more. The quality of the children's collaborative stories was also better when the children were supported through question prompting. Not only were the stories longer, but they also contained more structural elements and were richer in style. Moreover, when they were telling their stories, the children built more coherently on each other's contributions. Finally, a correlation was found between the number and type of questions asked by the children while they were making their stories together and the quality of the stories produced. These findings suggest that the engagement in discussion combined with the construction of dynamic drawings encouraged children to articulate and elaborate on their story ideas, therefore enabling the production of longer and better stories. Also, the children's engagement with each others' ideas may have facilitated the establishment of a shared understanding about the collaborative story, thus making it possible for children to build on each others' ideas during storytelling.
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Evans, Amanda. "Interprofessional collaborative practice in healthcare : perceptions and experiences of healthcare students undertaking accelerated pre-registration programmes in the practice placement setting." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/interprofessional-collaborative-practice-in-healthcare(a159fb2d-29bd-4364-b0e5-c7eb6ab7ed9d).html.
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This study investigates experiences of accelerated pre-registration healthcare students of collaborative interprofessional working and examines their perceptions of the factors which influence this, including the interprofessional education they have undertaken. It is set in context of current NHS policy, where professional collaboration is advocated as a means of addressing issues of quality, efficacy and efficiency in patient care. Design: Mixed Methods Study Method: Three studies were undertaken. 1. Longitudinal panel survey examining students’ attitudes to interprofessional learning, (questionnaire administered at three points during the course) 2. Survey study using critical incident technique to explore examples of ’good’ and ’poor’ collaborative practice 3. Interview study examining beliefs and attitudes in depth. Subjects: Total sample of 207 students, from two cohorts of accelerated learning students (nursing, physiotherapy and dietetics) attending one university. Analysis: Descriptive statistical analysis was performed to describe the population characteristics, the context of their practice and reported practice incidents. Thematic content analysis, employing triangulation between data sources, was applied to the qualitative data. Results: This accelerated group was similar to standard pre-registration students, entering university with a strong professional identity and openness to interprofessional learning, which attitudes declined over time. ’On the job’ learning was identified as the predominant way students learned about working collaboratively. Five factors were identified as key in influencing interprofessional activity of which Communication and Teamwork were the most important.
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Ivery, Jan Marva. "Interorganizational Collaboration: An Examination of Factors That Influence the Motivation for Participation in a Collaborative Partnership of Homeless Service Providers." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1010.
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This project was a mixed methods study that examined the collaboration dimensions of Homeward's planning process and the factors that motivate organizations to participate. The study examined the collaborative strategy used by an organization called Homeward located in Richmond, Virginia. Homeward is a broker organization (Chaskin, Brown, Venkatesh, & Vidal, 2001) that was created in 1998 to mediate and nurture relationships among partnering organizations in order to facilitate the collaborative process required by the United States Department of Housing and Urban Development (HUD) to receive Continuum of Care funding. During the quantitative component of the study, a survey was sent to Homeward's partners (n = 44) to identify partner perceptions of Homeward's leadership, organizational structure, benefits and drawbacks of participation, and relationships with partners. The follow-up survey and focus group in the qualitative component explored themes related to organization affiliation with Homeward, benefits and drawbacks of participation, relationships with partners, challenges that impact the ability of Homeward to facilitate collaboration, and strategies to involve key stakeholders. The findings from both methods have provided an overview of how Homeward's collaborative process is perceived by its partners and have raised issues that may impact Homeward's partner recruitment and retention efforts in the future. Implications for Homeward's model of collaboration include developing an organizational structure that will support the existence of both loosely and tightly coupled systems under the auspices of a single collaborative effort for long-term planning.
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Rogers, Evelyn Marie 1962. "An investigation of the effects of collaborative, computer-mediated communication and non-collaborative, computer-assisted writing skills practice on L2 writing." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282776.
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The purpose of this dissertation is to compare the quantity and quality of writing produced by L2 students after participating in either (1) collaborative, computer-mediated communication (CMC), or (2) non-collaborative, computer-assisted writing skills practice. The subjects for this study were 42 students enrolled in French classes at the U.S. Air Force Academy. The CMC treatment consisted of 45 minutes of collaborative, simultaneous written "discussion" among student clusters of 3 or 4 students. The writing skills group focused on vocabulary building, grammatical review, and format review, using the French writing software program, Système-D. A computerized text analysis program, as well as experienced foreign language instructors then analyzed students' compositions. This study also addressed learner attributes (including gender, grade point average [GPA], and personality variables) and L2 proficiency and their interaction with the two computer-based contexts. Finally, it assessed learners' attitudes toward each of the two pre-writing activities. Results revealed that the effects of participating in either collaborative CMC or non-collaborative writing skills practice on L2 writing, in terms of the 6 variables considered (total number of words, grammatical accuracy, lexical density, lexical diversity, syntactic complexity, and overall writing quality) were minimal. While gender did not have a significant impact on quantity and quality of writing in the two contexts considered, GPA and language proficiency were significantly correlated with grammatical accuracy and overall writing quality. Selected personality variables had minimal effects on L2 writing. While subjects were markedly interested in both CMC and Système-D , quantitative as well as qualitative analysis of the attitude questionnaire showed a clear preference for Système-D over CMC. This study showed that students benefited from both types of pre-writing activities. The CMC group had the benefits of interaction and increased target language production, while the computer-assisted writing skills group benefited from access to a computerized data base of grammar, vocabulary and phrases for their compositions. Overall, students had positive attitudes toward both computer-based activities. If positive attitudes lead to increased motivation and enhanced second language development, it follows that these computer-based activities should be integrated into the traditional second language acquisition syllabus.
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Pickett, Wendy Lee, and University of Lethbridge Faculty of Education. "Faculty perceptions of collaborative programming for the baccalaureate as entry to nursing practice." Thesis, Lethbridge, AB : University of Lethbridge, Faculty of Education, 1990, 1990. http://hdl.handle.net/10133/45.
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The primary purpose of this study was to examine the perceptions of southern Alberta nurse
educators regarding the concept of collaborative programming as one way of working towards
baccalaureate entry into nursing practice (EP 2000). Specifically, answers to the following
questions were sought: 1. To what extent do nurse educators support the EP 2000 mandate, and
why do they hold these views? 2. To what extent do nurse educators support the concept of
collaborative programming, and why do they hold these views? 3. What programming
alternatives do nurse educators perceive as desirable for working towards baccalaureate
entry to practice? 4. What are the perceived barriers and facilitators to developing a
collaborative program? 5. What factors may influence a nurse educator's perception of
collaborative programming? A questionnaire was developed and distributed to 112 full-time
nurse educators in four dimploma nursing programs (DNP) and two baccalaureate nursing
programs (BNP) in southern Alberta. Completed returns numbered 74 (66%). Descriptive
statistics, content analysis and the Chi Square statistical test were used to analyze the
data. Lewin's (1951) force field theory was used as a guide in inteerpretation of the data
findings. The major findings of the study were as follows: 1. Generally, nurse-faculty
perceived the system of nursing education to be inadequate in meeting the health care needs
of society; in providing for education and career mobility; and in the kind and amount
of communication between its educational components. 2. A majority of BNP and DNP faculty
support the EP 2000 mandate. Each group identified the need to upgrade professional
standards and educational requirements to better serve society (consumers, patients,
hospitals, marketplace demands and the profession) and better meet the increased
intellectual, technical and judgemental demands required by the expanded roles in nursing
practice. 3. A majority of the BNP and DNP faculty support the development of collaborative
baccalaureate programsprovi for reasons ranging from professional benefits to pragmatic and
economic aspects. However, there were a number of ambiguities and contradictions in the
participants' responses. 4. Restricted provincial funds, lack of government support for EP
2000, concerns regarding the academic qualifications of diploma faculty to deliver
university transfer courses, the need to protect existing program territoriality,
and difficulties in mobilizing inter-institutional processes were perceived as barriers
influencing the development of collaborative programs. The EP 2000 position statements, the
increased student demands for baccalaureate education, and a desire to retain the strengths
and resources of diploma education were preceived as facilitators. 5. The participants' type
of employing institution affected certain perceptions of collaborative programming and the
baccalaureate as entry to nursing practice. It was concluded that less overt resistance to
collaborative programming was found than might have been predicted, given the slow movement
in the province toward planned collaboration. The base seems to exist for a concerted,
organized, regional effort in this direction, provided that serious attention is paid to the
issues identified by the respondents. Finally, the data provide a foundation for developing
on educational process and action steps to enhance progress toward collaboration as one option for facilitating EP 2000. Recommendations were presented for nursing education and future research.<br>xi, 138 leaves ; 28 cm
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Li, Yulong. "A Research Model for Collaborative Knowledge Management Practice, Supply Chain Integration and Performance." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1177173627.
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Dissertation (Ph.D.)--University of Toledo, 2007.<br>Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy degree in Manufacturing Management and Engineering." Bibliography: leaves 215-235.
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Shealy, Kristin L. "Impact of collaborative work analysis professional development on teacher practice and student writing." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154942.
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<p> This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers’ perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.</p>
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El-Awaisi, Alla. "Pharmacy's perspectives of interprofessional education and collaborative practice : an investigative study in Qatar and the Middle East." Thesis, Robert Gordon University, 2017. http://hdl.handle.net/10059/2439.
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The need to incorporate interprofessional education (IPE) as part of any healthcare profession curricula is growing in an approach to prepare a collaborative practice-ready workforce. Pharmacy students should be equipped with the necessary competencies and skills needed for them to practise interprofessionally, commensurate with the expanding and evolving role of the pharmacist. Thus, the Qatar University College of Pharmacy has decided to incorporate IPE initiatives formally into the pharmacy curriculum in collaboration with other healthcare institutions in Qatar to meet the accreditation standards set by the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) and fulfil the recommendations set in the World Health Organization (WHO) framework. To implement effective IPE strategies, it is important to consider the prior attitudes and expectations of various stakeholders in the process -- particularly students, faculty, and practising pharmacists. The overall aim of this PhD research is to explore the pharmacy perspectives of IPE and collaborative practice from a Middle Eastern context. The research started with a comprehensive systematic review of the literature focusing on the perspectives of pharmacy students, pharmacy faculty, and practising pharmacists on IPE and collaborative practice. Five themes have been identified from the systematic review: inconsistency in reporting IPE research, professional image of the pharmacist, lack of longitudinal follow-up, lack of IPE research on faculty, and lack of mixed method studies. This was followed by three sequential explanatory mixed method designs, to explore the perception of faculty, students, and practising pharmacists, individually. This was undertaken to gain an in depth understanding of the strengths and challenges of each group that can affect the implementation and perspectives toward IPE and collaborative practice. Two data collection methods were used: quantitative surveys and qualitative focus groups. Quantitative data were imported into SPSS® version 22 and analysed using both descriptive and inferential statistics. Qualitative data from the focus groups were analysed using thematic analysis. For the quantitative surveys, the overall response rate was 117 out of 334 (35%) for pharmacy faculty in the Middle East, 102/132 (77%) for pharmacy students in Qatar and 178/285 (63%) for practising pharmacists in Qatar. This was followed by seven focus groups with a total of 51 participants. Findings, from both the survey and focus groups, support that students, faculty and practising pharmacists are ready to engage in IPE and collaborative practice. The findings further identified positive attitudes that reinforce the need to incorporate IPE into healthcare curricula. They perceive anticipated benefits to them as professionals and to the patients. However, a large number of challenges have been highlighted, including the existence of a hierarchical culture, pharmacists’ role and image, a weak sense of professional identity among pharmacists, their marginalised contribution, resistance from the healthcare teams to the evolving role of the pharmacists, and the heterogeneous background of healthcare professionals. Promisingly, the education and healthcare system in Qatar is undergoing significant changes with some positive influences noted within education and practice settings. This is the first study investigating pharmacy perspectives of IPE in Qatar, the Middle East, and worldwide. The findings from this research generated a body of knowledge regarding the pharmacy perspectives of IPE and provided a better understanding of what shapes this perspective from a Middle Eastern context. The research presents a new model based on collective input, efforts, and readiness in five key stages: academic institution, faculty, student, practice, and environment. The model moves beyond focusing on the individual stages separately and expands to consider the complexity of linking and aligning the stages together. Coordinated efforts, between the stages, focused on a more comprehensive and holistic implementation, is essential for successful implementation of IPE and collaborative practice.
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Carpenter, Jan Marie. "Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research." PDXScholar, 2010. http://pdxscholar.library.pdx.edu/open_access_etds/395.
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The case study examined how three preservice teachers within a Master of Arts in Teaching program at a small, private university negotiated meaning around an educational practice--collaborative action research. Preservice teachers must negotiate multiple, and often competing, internal and external discourses as they sort out what educational practices, policies, organizational structures to accept or reject as presented in the teacher education program. This negotiation is a dynamic, contextual, unique meaning-making process that extends, redirects, dismisses, reinterprets, modifies, or confirms prior beliefs (Wenger, 1998). Korthagen's (2004) model for facilitating understanding and reflection was used to explore the process of negotiating meaning. Known as the Onion Model, it includes six levels: the environment, behavior, competencies, beliefs, identity, and mission. When alignment occurs between all levels, Korthagen explained that individuals experience wholeness, energy, and presence. In contrast, tensions can occur within a level or between levels of the Onion Model and limit the effectiveness of the preservice teacher regarding the area in question. Reflecting on the collaborative action research experience through the layers of the Korthagen's model may allow preservice teachers (and professors) to identify degrees of alignment and areas of tension as preservice teachers negotiate meaning. Once identified, areas of tension can be deconstructed and better understood; self-understanding can empower individuals to assume an active and powerful role in their professional developmental. To explore how preservice teachers negotiated their identity regarding collaborative action research, the following research questions guided the study: (1) How do preservice teachers' trajectories align with the practice of collaborative action research? (2) How do individuals negotiate meaning regarding the practice of collaborative action research? (3) How do preservice teachers frame collaborative action research in relation to their future practice? Triangulated data from interviews, observations, and document analysis was collected, analyzed, and interpreted to provide insight into preservice teachers' process of negotiating meaning around a nontraditional educational practice. Each participant traveled a unique and emotional journey through the process of collaborative action research and their personal trajectory did influence the way they negotiated the practice of collaborative action research. Findings included: (a) each participant had a dominant trait that influenced areas of alignment and misalignment between their trajectory and the practice of collaborative action research; (b) some participants exhibited visible misalignments while the misalignments of others were hidden; (c) participants relied on personal strengths to reestablish the perception of alignment as they negotiated meaning through the practice of collaborative action research; (d) the way misalignments were negotiated limited the transformational potential of the learning experience of collaborative action research; and (e) participants' expectations for their future use of the practice of collaborative action research aligned with their dominant traits.
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Fortelny, Stephan. "Communicating technical information within communities of practice." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23158.
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This thesis is an exploration of how the communication of technical information can be facilitated by practices of collaborative media. While focusing on the domain of bicycles and more specifically on hobbyists working on their bikes, the aim of this study has been to show possible directions for the design of collaborative media for hands-on kind of work environments in general. Two design experiments were carried out in the process. While the first one attempts to connect local work with global resources, the second experiment is more deeply connected to an existing local community of bike enthusiasts and their practices of learning and knowing. Through carrying out the two design experiments, an argument was made that involving existing social structures into collaborative media design solutions is crucial due to the fact that these existing resources are deeply connected to practices of learning and knowing. However, more work needs to be done to generate more detailed solutions for different domains.
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Corlett, Linda J. "Collaborative Peer Support (CPS) : An Exploration of the Collaborative Process Facilitating the Development of Peer Support in Educational Psychology Training and Practice." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525092.
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Arday, Jason. "An exploration of peer-mentoring among student teachers to inform reflective practice within the context of action research." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4552/.
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In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.
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Schnellert, Leyton M. "Collaborative inquiry : teacher professional development as situated, responsive co-construction of practice and learning." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38245.
Full textAbstract:
The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI) located within a Southern Arctic school district within which classroom teachers and special education teachers worked as partners to improve their writing instruction and increase access to learning and outcomes for students in inclusive classrooms. This research addressed three questions: (1) what practices did educators engage in as co-teachers within a CoI to consider, explore, and construct more inclusive writing instruction?; (2) how and why did collaborative, action-oriented inquiry cycles help teachers to develop understandings and practices that addressed, nurtured and supported diverse students’ literacy learning?; and (3) what conditions and qualities within professional development activities supported teacher learning and development of practice?. Findings suggested that teachers can make situated changes to practice that increase diverse students’ access to curriculum and learning when they: (1) set, enact, monitor and adapt context-specific goals for both students and themselves; (2) work collaboratively and problem-solve with others while trying to make shifts in practice; and (3) draw in resources as supports that can be adapted within their inquiries. In addition, co-teaching was found to be an approach that not only increased student access to curriculum and learning but had significant potential to support teacher learning and sustained shifts in practice. Implications for teachers’ learning, changes to practice, collaboration and professional development are discussed.