Dissertations / Theses on the topic 'Collaborative change'
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Milam, Ron. "Manager influence on collaborative change initiatives." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566766.
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Ensuring all residents in Southern California have access to healthy food is one of many examples of an issue too complex and challenging for any one organization to change on its own. More and more, organizations work in collaboration and designate individuals to manage these collaborative change initiatives. This research uncovers the specific influence managers of collaborative change initiatives have in shaping positive outcomes for the collaborations they serve. Based on interviewing 11 managers and funders from six leading collaborative change initiatives, there are two contextual ways in which managers influence collaboration: their position itself carries influence and their ability to navigate the collaborative context they operate in. The main findings of this research share five key ways in which managers influence the collaborations they serve: their own personal characteristics and skills, the relationships they cultivate, the membership they support and empower, the processes they manage, and the culture they shape.
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Hegarty, Kathleen. "Being the change : narratives of collaborative advantage." Thesis, University of Southampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578974.
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Working on a current (2010/2011), small-scale, auto/biographical research project with a multiagency team who seek to offer 'collaborative advantage' (a principle promoted in recent multiagency practice) on behalf of students with Social, Emotional and Behavioural Difficulties, an interpretive hermeneutic has been employed in exploring whether something of the narrated life experiences and reflexive learning of co-participants ('Narrators') actually enables such transformational work. Here the recent history of agency and multiagency collaboration in England is briefly examined along with certain ideas and sometimes dissonant discourses. The multiagency narratives are explored against this backdrop and in the context of examined lives in time; offering themes of a local and universal nature which may help illustrate how multiagency intervention achieves change and improves value, meaning and belonging for students with SEBD. In a modest way, and in a true spirit of collaborative advantage, it is hoped that the study may also enhance the reflexivity of the Narrators, benefitting the students with whom they work and perhaps proving of interest, use and inspiration to others working in the field.
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Clark, Jonathan T. "Developing collaborative leadership a study of organizational change toward greater collaboration and shared leadership /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1229720750.
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Thesis (Ph.D.)--Antioch University, 2008.Title from PDF t.p. (viewed February 19, 2009). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 163-171).
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Clark, Jonathan Tyler. "Developing Collaborative Leadership: A Study Of Organizational Change Toward Greater Collaboration And Shared Leadership." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1229720750.
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Hutchins, Emily G. "Restoring Landscapes in the Context of Environmental Change – A Mental Models Analysis." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1431008926.
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Kettner, Julian Paul. "Teacher agency, collaborative communities, and school-based change." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121128.
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The study presented in this dissertation examines the process of change in 39 elementary schools as they participated in the implementation of a board-wide balanced literacy initiative. The study focuses specifically on the perspectives of school personnel—teachers, principals, and literacy facilitators—after one year of implementation as staff engaged with the requirements of new pedagogical practices and increased collaboration. The study has several goals: (a) to better understand the nature and role of teacher agency in a change process; (b) to examine the role of professional collaboration in teacher learning and acceptance of change; (c) to add to our understanding of resistance to change processes; and (d) to examine what factors seem to be consistently present in schools that embrace change more easily. The study made use of complexity theory and structuration theory as a way of framing an understanding of the change—or the lack of change—that occurred within the complex social environments of schools. Findings suggest that teacher agency played a notable role in the change process where it occurred, but also demonstrated the need to consider teacher agency in more complex ways. Teacher resistance to the changes that were being implemented was less significant than was expected, but, like agency, showed a complexity that suggests attention to this area is a vital component of school-based change. The study also found that participants felt more positive about change in environments characterized by professional collaboration, and environments in which administrators were active learning partners with teachers.L'étude présentée dans cette thèse porte sur le processus de changement initié dans 39 écoles primaires alors qu'elles participaient à la mise en œuvre d'une initiative en littératie équilibrée lancée par la commission scolaire. L'étude se concentre spécifiquement sur le personnel de l'école – enseignant(e)s, directeur(trice)s et facilitateur(trice)s – à la suite de première année de mise en œuvre de l'initiative alors que le personnel impliqué fait face aux exigences de nouvelles pratiques pédagogiques et aux attentes d'une collaboration accrue. L'étude a plusieurs buts: (a) mieux comprendre la nature et le rôle de l'enseignant(e) en tant que vecteur de changement; (b) examiner le rôle de la collaboration professionnelle dans la formation continue et l'acceptation du changement; (c) parfaire nos connaissances quant à la résistance face aux processus de changement; (d) identifier les facteurs présents dans les écoles qui réagissent mieux au changement. L'étude s'est inspirée de la théorie de la complexité et de la théorie de la structuration pour guider la compréhension du changement – ou l'absence de changement – survenu à l'intérieur du complexe tissu social des écoles. Les résultats suggèrent que les enseignant(e)s, en tant que vecteurs de changement, ont joué un rôle notable là où des transformations se sont produites, mais cela soulignent aussi le besoin de considérer ce rôle de façon plus détaillée. La résistance manifestée par les enseignant(e)s face aux changements mis de l'avant a été moins importante qu'escompté, mais au même titre que le concept de vecteur de changement, elle s'est avérée être un élément essentiel dans le processus de changement en milieu scolaire. L'étude a aussi démontré que les participant(e)s réagissaient de façon plus positive face au changement dans des milieux où la collaboration professionnelle était présente et où les administrateur(trice)s participaient au processus d'apprentissage, aux côtés de leur enseignant(e)s.
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Marks, Lori J., E. Ralston, and L. McCammon. "Partners in Change: A Collaborative Approach to Personnel Preparation." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3577.
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Wikberg-Nilsson, Åsa. "Rethinking designing : collaborative probing of work and workplace change." Doctoral thesis, Luleå tekniska universitet, Innovation och Design, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-25742.
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The objective of the research presented in this thesis was to explore human experiences as ground for work and workplace design. The aim was to develop pragmatic tools and guidelines for work and workplace design based on a reflective design tradition. The study was undertaken between 2008-2010 in a research project called the ‘Future Factory’, which can be characterized as an experiment in change-by-design. The project background was a number of reports on young people opting out of industrial work and women being in the minority within the Swedish industry sector. Therefore, in this project the ambition was to particularly explore and emphasise young people’s and women’s ideas about future work and workplaces.The research involved exploring alternative solutions for a future factory through a series of change interventions with a variety of actors, through a so-called ‘design lab’ approach. The initial phase of this approach consisted of context mapping, as explorations of different actors’ experiences through interviews and observations. The resulting material was portrayed in the form of ‘Personas’. In this project, these fictional characters were used both to communicate and explore various actors’ perspectives in subsequent collaborative activities. Also, a group of young people contributed with Future scenarios. The scenarios were characterized as an idealized positive ‘Utopia’ and an idealized negative ‘Dystopia’, used as tools to discuss implications and alternative solutions. Both Personas and Scenarios were subsequently used in a series of Future Workshops with various project-related interest groups, such as industrial managers and employees and trade union representatives. In this project, a group of women and one of young people were also especially invited to explore visions of a future factory.The research presented in this thesis contributes to practice with methods, tools and guidelines for a reflective and innovative work and workplace design. The theoretical research contribution is the correlation between theories and concepts of change, learning by doing, doing gender, and a reflective design practice.Syftet med den forskning som presenteras i denna avhandling var att utforska människors erfarenheter som utgångspunkt för arbete och arbetsplatsdesign. Målet var att utveckla praktiska verktyg och riktlinjer för arbete och arbetsplatsdesign, som bygger på en reflekterande designtradition. Studien genomfördes mellan 2008-2010 i ett forskningsprojekt kallat "Framtidsfabriken". Detta project kan karaktäriseras som ett experiment i förändring genom design. Projektets bakgrund var ett antal rapporter om att ungdomar väljer bort industriarbete och att kvinnor är i minoritet i den svenska industrisektorn. Därför var utgångspunkten i detta projekt att särskilt undersöka och lyfta fram även ungdomars och kvinnors idéer om framtida arbeten och arbetsplatser i en industriell kontext.Forskningen bestod av att undersöka nya alternativa lösningar för en framtida fabrik genom en serie av förändringsinterventioner med en rad olika aktörer, genom ett tillvägagångssätt kallat "design labs". Den första fasen bestod av kartläggning av industriella kontexter, genom undersökningar av olika aktörers erfarenheter i intervjuer och observationer. Detta material användes sedan för utveckling av Personas. I detta projekt användes dessa fiktiva karaktärer både för att kommunicera och utforska olika aktörers erfarenheter i olika aktiviteter.Dessutom bidrog en grupp ungdomar med att utveckla Framtidsscenarier. Scenarierna karaktäriserades som en idealiserad positiv "utopi" och en idealiserad negativ "dystopi", som användes för att diskutera konsekvenser och alternativa lösningar. Både Personas och Scenarier användes sedan i en serie Framtidsverkstäder med olika intressegrupper, t.ex. industriell chefer och arbetstagare och fackliga företrädare. I detta projekt var även en grupp kvinnor och en grupp ungdomar särskilt inbjudna att undersöka visioner om en framtida fabrik. Forskningen som presenteras i denna avhandling bidrar praktiskt med metoder, verktyg och riktlinjer för reflekterande och innovativ arbete och arbetsplatsdesign. Det teoretiska forskningsbidraget är sambandet mellan teorier och begrepp som förändring, lärande, genus och reflekterande design.
Godkänd; 2012; 20120112 (asawi); DISPUTATION Ämnesområde: Industriell design/Industrial Design Opponent: Docent Eva Brandt Danmarks designskole, Köpenhamn Ordförande: Professor Ylva Fältholm, Institutionen för ekonomi, teknik och samhälle, Luleå tekniska universitet Tid: Fredag den 24 februari 2012, kl 10.00 Plats: E632, Luleå tekniska universitet
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Corbo, Leonardo <1983>. "Collaborative Change: Environmental Jolt, Network (Re)Design and Firm Performance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/4489/.
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Motivated by the need to understand which are the underlying forces that trigger network evolution, we develop a multilevel theoretical and empirically testable model to examine the relationship between changes in the external environment and network change. We refer to network change as the dissolution or replacement of an interorganizational tie, adding also the case of the formation of new ties with new or preexisting partners. Previous research has paid scant attention to the organizational consequences of quantum change enveloping entire industries in favor of an emphasis on continuous change. To highlight radical change we introduce the concept of environmental jolt. The September 11 terrorist attacks provide us with a natural experiment to test our hypotheses on the antecedents and the consequences of network change. Since network change can be explained at multiple levels, we incorporate firm-level variables as moderators. The empirical setting is the global airline industry, which can be regarded as a constantly changing network of alliances. The study reveals that firms react to environmental jolts by forming homophilous ties and transitive triads as opposed to the non jolt periods. Moreover, we find that, all else being equal, firms that adopt a brokerage posture will have positive returns. However, we find that in the face of an environmental jolt brokerage relates negatively to firm performance. Furthermore, we find that the negative relationship between brokerage and performance during an environmental jolt is more significant for larger firms. Our findings suggest that jolts are an important predictor of network change, that they significantly affect operational returns and should be thus incorporated in studies of network dynamics.
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Tourvas, Teresa. "Collaborative landscapes of growth and change : the case of Nicosia." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/70313.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.Includes bibliographical references (p. 85-90).
Continually changing information technologies and communication patterns have facilitated the spatial dispersal of production and consumption while, offering new affordances on physical and organizational structures. Within these new affordances, a larger social context encompassing aspects, of identity, self-expression , and human interaction, is in seek of redefinition. The new Europe is a direct result of both cultural and economic unification. As boundaries are beginning to blur, the role and definition of the public sphere ultimately leads us from a political to a social thus urban discourse. While this manifesto is not program, it nonetheless indicates a broadening of outlook. Instead of remaining inert architecture must react to the changes and renewal of the current developments emerging in other fields and capitalize on their dynamic nature. Architecture as a mediator, an activator of new situations. Places for new types of social integration. and trans-border integration. Collaborative landscapes, locates itself in a series of strategies as the primer for a possible future The project takes its cues from the new work affordances and collaborative settings and examines the concept of crossover and interdependencies for addressing the border situation in Cyprus. The project calls for radical if not utopian long-term solutions while placing new demands on the role of the architect, as an orchestrator and in the role of an active participator. By meshing political , urbanistic, and social issues new architectonic strategies and programs are developed whose virtual presence reaches beyond their locale, global yet intrinsically local.
by Teresa Tourvas.
M.Arch.
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Heath, Georgina. "Investigating mechanisms of change in the collaborative problem solving model." Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/812294/.
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Collaborative Problem Solving (CPS; Greene & Ablon, 2006) is a treatment model designed to reduce behavioural difficulties among children and adolescents by developing their cognitive, emotional and social skills. The aim of this study was to evaluate the effectiveness of the CPS approach in an outpatient setting and to explore whether child executive functioning (EF), increased parental empathy, and/or reduced parental stress are possible mechanisms of change within the CPS model. Forty-two families of children aged 3-12 years with behavioural difficulties completed a 12-week in-home CPS treatment programme. Caregiver report measures were completed pre and post-treatment. The results suggest that post CPS there were significant reduction in child behavioural difficulties, improved child executive functioning, increased parental empathy, reduced parental stress, and an improvement in caregiver-child relationships. Regression analyses indicated that improvements in child EF appeared to be the primary mechanism of change within the CPS model, predicting approximately 22% of variance in child behavioural outcomes. Reduced parental stress also accounted for a small amount of variance, however changes in parental empathy were not a predictor of child behavioural outcomes. Child behaviour pre-intervention was not associated with the amount of change produced in child executive functioning, parental empathy or parental stress, which indicates that positive changes can occur through CPS, regardless of the severity of behavioural difficulties at outset. These results suggest that child EF and low parental stress are critical for healthy child and adolescent development, and should be a focus for interventions aimed at reducing child behavioural difficulties.
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Mariani, Francesca. "Communication of the collaborative act : How Swedish climate councils engage in collaboration-based sustainability." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Medie- och kommunikationsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50381.
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Contemporary times, characterized by global and complex challenges, call for innovative and comprehensive answers. Climate change and environmental issues are the protagonists of institutions’ agendas, who consequently are looking for new and effective ways of replying to these challenges. Collaborations among actors coming from different sectors, belonging both to the private and the public sector, represent a strong tool to reply to today’s challenges, where centrifugal and centripetal forces need to be managed. This study highlights the importance of collaborative efforts toward sustainable development, and particularly, it aims at emphasizing the importance of the communication aspect, which is often underestimated in collaboration-based models. To highlight the communication aspect in collaboration, three examples are analyzed: Jönköping Climate Council, Västra Götaland Climate Council and Jämtland Climate Council. Climate Councils represent a unique and effective Swedish institution that, through a joint effort between all the actors involved in a Region, put in place different activities to reach their climate goals. Semi-structured interviews with Climate Council’s representatives unfolded different aspects behind the Climate Council phenomenon. Moreover, the critical discourse analysis of three reports issued by the institutions gives results that are compared with what emerges from the interviews. The findings of the study aim at highlighting the key role of communication within collaborations, which in the Climate Council institutions play a vital role for the Climate Council to exist.
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SCHAEFFER, KAREN RUTH. "COLLABORATIVE DECISION MAKING ACROSS SYSTEM BOUNDARIES: ESSENTIAL ELEMENTS AND YOUTH-SPECIFIC OUTCOMES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin991159010.
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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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Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.
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Constantinou, Elena. "School change and leadership : an insider perspective of how school change can be achieved within a centralised education system." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/school-change-and-leadership-an-insider-perspective-of-how-school-change-can-be-achieved-within-a-centralised-education-system(fd845716-18e3-4f4c-a776-cb6933452239).html.
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The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.
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Dunphy, Donna L. "Folio Paper One: Collaboration skills for educators : folio paper two: Collaborative partnerships between home and school: folio paper three: Interagency collaboration in transition planning /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36112.pdf.
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Aronsson, Fanny, Axelia Huusko, and Viktor Wansulin. "Internal and External Forces of Organizational Change in Project Management : A case study on a collaborative project." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53126.
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The purpose of this research is to find evidence on how temporary projects change in connection to both internal organizational changes, in terms of change in management, as well as the external force of change of COVID-19. In addition, the thesis will also go into depth on how these changes have affected collaboration and work-satisfaction. The research is a case study of qualitative nature and ten semi-structured interviews, with five project leaders and five employees in a collaborative project, were conducted to enable interactions between theories and empirical findings. It was decided to obtain a case project in order to investigate how the external force of COVID-19 and the internal force of change in head management has affected the project's work settings, collaboration and the well-being/work satisfaction of the employees. Along with the interviews, the theoretical structure made it possible to perform a thematic analysis. The changes connected to the working processes and the structure given the forces of internal and external change have altered the way the employees perform and operate in the project. It is concluded that collaboration is of utmost importance and that building trust and relationships have clearly become harder in a virtual work setting, it has affected how the project participants work together towards common objectives. These major changes have also affected the work satisfaction of the project members to different extents.
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Cannon, Dennis A. "Mentoring a study of processes and relationships in a collaborative curriculum reform research project /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5fnum=osu1069868983.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii, 162 p.; also contains graphics. Includes abstract and vita. Advisor: Patricia Stuhr, Dept. of Art Education. Includes bibliographical references (p. 143-147).
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Löfgren, Kent, Esa Niemi, Kati Mäkitalo-Siegl, Anna-Maria Mekota, Mikko Ojala, Frank Fischer, Joachim Kahlert, et al. "Meeting the Challenges of Generational Change in the Teaching Profession : Towards a European Model for Intergenerational Teacher Collaboration." Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-74409.
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In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.2AgePro
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Fisher, Teresa Renae. "To Stay and To Change: Beginning Social Justice Educators Creating Collaborative Third Space(s)." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/msit_diss/48/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title from title page (Digital Archive@GSU, viewed July 29, 2010) Joyce E. Many, committee chair; Peggy Albers, JoAnna White, Dana L. Fox, committee members. Includes bibliographical references (p. 394-408).
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Sharma, Nirwan. "Facilitating individual learning, collaborative learning and behaviour change in citizen science through interface design." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=238539.
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Citizen science is a collaboration between members of the public and scientific experts. Within the environmental realm – where citizen science is particularly well expressed – this collaboration often concerns members of the public involved in scientific data gathering and processing at a large-scale to generate data that can subsequently be used by the scientists to improve scientific knowledge, understanding and theories. As these collaborations are increasingly being mediated via digital technologies, the overall aim of this thesis was to explore the potential of user interface design for citizen science, within the context of environmental sciences while using an established citizen science platform, BeeWatch. Particular attention was paid to the potential of such interface development to foster a move from situations of 'expert-novice' to progressive forms of collaborations and participation in citizen science. The overall conclusion from this thesis is that interactive technologies can lead to the development of expertise for biological recording – and thus, narrowing the gap between expert and novice – as well as progressing the level of participation within and fostering behaviour changes for conservation action.
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Siqin, Tuya, and 斯琴图亚. "Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208544.
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Adams, Aadiel. "An exploration of collaborative group work with science students." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/392.
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Part of the transformation of education in South Africa emphasises the need to address historical barriers that have been impeding access into institutions of learning, and the need for empowering stakeholders democratically. Improving institutional responsiveness and focusing on Science, Technology, and Engineering and increasing the number of university graduates are amongst the more prominent strategies for changing the educational, socioeconomic, and political landscape within a global context. This research, as the first cycle of an action research project, explores collaborative group work with a group of science students at a Vista University campus (that is now part of the Nelson Mandela Metropolitan University) as a contribution to institutional, professional, and personal responsiveness. The treatise traces my development as a novice researcher within an evolving action research context that became a terrain for facilitating a collaborative approach to learning. I describe my personal experience and the experiences of my co-researchers as collaborative partners, the systemic influences considered during the study, and the process of action research that encouraged movement from feelings of apprehension and inadequacy to feelings of anticipation and excitement regarding collaborative interactive learning and development opportunities. For the co-researchers and me an action research process in an interpretivist paradigm was not just suited to an exploration of collaboration, but also evolved into a vehicle for interactive teaching and learning, in a collaborative and student-centred way. Giving voice and being listened to, having perspectives validated, engaging in learning that could accompany academic and personal growth, and an acute sense of being empowered are ingredients that participants, and institutions of learning, can continue building on and building with along evolving spirals of life-long learning and meaning making.
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Kwong, Chung-yuk, and 鄺頌鈺. "A classroom study of collaborative study at the computer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960212.
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Bergman, Jenny, Cristina Knudsen, and Kate Seely. "Building Collaborative Relationships for a Sustainable Finance System." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3123.
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Society today faces unprecedented social and environmental challenges that are both complex in nature and require immediate and severe action. The financial system is a complex system that has an important impact on the sustainable development of society. Currently, however, the role of the finance system in sustainability is ambivalent, as it invests both in the causes of the sustainability challenge as well as its potential solutions. As the finance system is a complex system collaboration is needed to make change possible. Relationships are a key component of collaboration, and this research looks closer at how relationship building can enable effective collaboration aimed at finance systems change. Research draws on Literature, and a case study of the Finance Innovation Lab including 19 qualitative interviews. In order to build collaborative relationships for a sustainable finance system the results point to: 1) the importance of the individual being present in the initiative rather than the organization they represent, and the importance of connecting on personal level; 2) the complexity of relationship building, with different processes and key elements interrelating; and 3) collaborative relationships being only one part of systemic transformation, requiring also a diversity of people and a clear structure and common strategy to be effective in achieving their goals.
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Harvey, Christopher John, and chrisharvey11@hotmail com. "Can learning save the sandcastle? A case study of facilitating change at an Australian manufacturing facility." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080428.115950.
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The focus of this work-based action research project was attempts to change practice in an Australian manufacturing facility. The setting is a medium sized light manufacturing operation responding to the new commercial realities of the globalised and deregulated Australian marketplace. The analogy of a sandcastle facing the rising tide is used to assist the reader associate with the destructive threat that globalisation brings to Australian manufacturing. In an attempt to maintain profitability amidst unprecedented competition, the organisation has published a manufacturing improvement strategy designed to raise productivity and assure its future viability. Consistent with the objectives of this strategy, the project examines processes for changing practice within the organisation. Specifically, the project aimed to implement change using the Global Manufacturing Strategy as a guide, to increase the capacity of the managers who were accountable for the implementation of the Strategy. to improve the productivity and profitability of the company and to make a contribution to professional knowledge, in particular, the way that change is facilitated in an Australian manufacturing setting. Set within this local context, constructionist-learning techniques are implemented and their effectiveness assessed. The influence of power relationships on practice are analysed from data derived through workplace conversations and questionnaires. The paper concludes that under the threat of job losses, change in practice was limited. Manager-researcher role tension and the associated knowledge, power, time and ethical conflicts impacted the processes of collaborative learning and the rate of change in practice. It is suggested that collaborative change may be limited to situations where there are tangible benefits for all parties. As the profitability squeeze continues to slowly and relentlessly tighten, a depressing outlook is envisaged for those employed at the factory.
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Sharif, Soroosh. "Analyzing Value Networks for Change Decision Making in a Collaborative Environment With a Case Study in Healthcare." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/30313.
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Management of Collaborative Networked Organizations faces various challenges in terms of decision-making. Particularly, in complex and multi-player environments, like healthcare, it is not easy to find the roots of low performance processes, and unmet goals. This research provides a framework, as well as associated techniques to analyze the value network, identify problematic actors, and consequently, find the best possible solution to change them. The proposed framework consists of two main components: Analyzing the value network, and Multi-Criteria Decision Making. To analyze the value network of a collaborative environment, in addition to the existing techniques, four complementary components are introduced: Actors’ value interchanges matrix, Value Gantt chart, Identifying problematic actors flowchart, and Actors’ ease of substitution table. Employing these hybrid analyses, decision makers gain a better understanding of the bottlenecks in the value network, current conditions and contributions of the involved actors, and the consequences of considering various alternatives. Then, by applying one of the Multi-Criteria Decision Making methods, and based on pre-defined criteria, possible alternatives are analyzed and outlined. As a proof of concept and validation of the proposed methods, we reviewed a scenario of patient flow and wait times in healthcare. We derive the value network for collaborative processes in a hospital, specify the roles’ of actors, identify the bottlenecks, then rank the solutions, and suggest possible changes to improve the performance of the collaborative environment.
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Salleh, Hairon. "A critical ethnography of teacher development and change in a collaborative group setting to improve practice." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487552.
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The research study provided a cultural description and interpretation of how Teachers Network Learning Circle’s participants related, worked and learned with each other, and how they developed and changed within a predominantly symmetrical or consensual power relationship. The participants, consisting of six Singapore primary teachers at grade 4, were engaged in group discussions that were spread over a period of one year to complete an action research project which is integrated in day-to-day work. Teachers Network Learning Circle, a formal professional development platform, employs distinctive tools for dialogue and inquiry based on the principles of voluntary participation, reflection, change and trust. The fundamental reason for choosing this site is its potential to empower and emancipate teachers evident from not only the principles and practices it espouses, but also its vision and mission that is consistent with its motto “For Teachers, By Teachers”. The literature on education change and reforms has point towards teacher empowerment for successful education change. In this regard, investing in teacher professional development and professionalism is important. The literature also point towards embracing a sociological perspective evident in the notions of community and socio-cultural theory, and bringing to bear emotions, values and identity in teacher learning – and thus investing in the ‘whole person’ (Day, 1997). As power underlies all social relations and activities including teachers’ learning, the research study took into consideration the perspectives of critical theory of Habermas, Brookfield and Mezirow. The findings of the study found that symmetrical power relation contributed to teacher development and change. First, it had contributed to a collegial collaborative relationship that took into account of emotions, moral, identity development and group solidarity. Second, it had contributed to the consciousness, critique and co-construction of professional knowledge. Third, it had empowered participants insofar as it built participants’ capacities to act successfully within an existing system and structures of power. The symmetrical power relation was undergirded by rules and principles of democratic participation as outlined by Habermas’ discourse ethics. The findings also revealed the importance of support given by the school principal and Teachers Network personnel in protecting democratic spaces, or Habermas’ concept of the lifeworld, from the system imperatives of power and money.
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Senaratne, Sepani. "A knowledge-based approach to managing project change in the construction phase within collaborative team settings." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26904/.
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Changes in construction projects are common and can lead to disruptive effects such as project delays, cost overruns and quality deviations. The rework due to unplanned changes can cost 10-15% of contract value. By managing these changes more effectively, these disruptive effects can be minimised or avoided. Previous research has approached this industry problem from an information-processing view with the introduction of hard IT based solutions. In this knowledge age, this study argues that effective change management can be brought about by understanding the significant role of knowledge during change situations. In managing change, the construction project team members bring their tacit and explicit knowledge into the problem situation and it is this knowledge that is captured, converted and shared between the parties during the change process. With this knowledge-based perspective of managing project change, the research problem is articulated for this study as follows: How does the construction project team manage knowledge during unplanned change in the construction phase within collaborative team settings? The research problem is investigated by a conceptual model supported by hypotheses, which recognises and integrates process, group, organisational and wider environmental characteristics within the change process. The research methodology for this study adopted a phenomenological research philosophy. Within this context, case studies were used to investigate the research problem. The principal data collection technique used in the case studies was the semi-structured interviews. Content analysis and cognitive mapping techniques were used to analyse the primary data. The case study findings reveal that different forms of knowledge are created and shared between project team members during problem-solving activities of change events. These knowledge flows are very much centred on tacit knowledge and experience of project personnel. This social construction and use of knowledge in change management challenges the prevailing codification knowledge management solutions based on 'hard' IT approaches, which do not appreciate and accommodate this social phenomenon. The study concludes by stressing the need to balance codification knowledge management strategies with 'soft' personalisation strategies to stimulate and support appropriate social interaction between team members and, thereby, enhance the creation, dissemination and shared understanding of tacit project experience. It is through the balance of codification and personalisation strategies that collaborative teams can successfully resolve and learn from change events in the construction phase of projects.
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Harris, Cheryl Lynne. "Collaboration for Organization Success: Linking Organization Support of Collaboration and Organization Effectiveness." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4962/.
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What does it take for organizations to support people working together effectively? What does it mean for an organization to be effective? Does successful collaboration lead to more effective organizations? This study explored these questions both theoretically and empirically in an effort to help organizations understand the most important aspects to consider when attempting to achieve collaboration for organization success. The purpose of this study was to fill some of the gaps in the research by taking a broad, holistic approach to exploring the context required to support collaboration at levels of organizations broader than the team and exploring the links between organization support of collaboration and organization effectiveness. In preparation for the current study, the Organization Support of Collaboration model was developed to identify the broad organization design elements that are required to support collaboration. The Organization Effectiveness model was created to provide a holistic view of what it takes for an organization to be considered effective. The present study empirically validated these models and explored the links between them. Data was collected via a web-based questionnaire administered to a broad sample of individuals who work in organizations. Results supported a model of Organization Support of Collaboration with six factors (Connect to the Environment, Craft a Culture of Collaboration, Understand Work Processes, Design Using an Array of Structures, Build Shared Leadership, and Align Support Systems) and a model of Organization Effectiveness with six factors (Performance, Employee Involvement, Flexibility, Customer Satisfaction, New Customer Development, and Treatment of People). Connect to the Environment predicted five of the six Organization Effectiveness factors, and Craft a Culture of Collaboration predicted four of the six, notably with a connection to Performance. For the predicted relationships between the models, nine hypotheses were supported, six were not supported, and three unexpected significant relationships were found. Implications for practice and future directions are recommended.
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Hacohen, Refael. "Collaborative approaches to educational change : the negotiation of flexible learning programmes for gifted children in peripheral areas." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364139.
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Takano, Yoshiyuki. "Stories of change in men who were violent and abusive to their partners : a collaborative narrative inquiry." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50055.
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Utilizing collaborative narrative inquiry, this study examines the process of change in men who were violent and abusive to their partners and children. The aim of this study is to explore violent offenders' meanings and experience in desisting from violence. The study attempts to deconstruct preconceptions of "change" from a dimensional ontological perspective to explore various dimensions of the experience of change. The results capture a concept of change in the individually unique form of stories in context that contain a series of transition and transformation processes in the lives of the men. The results are full of meaning and tell stories of their journeys that explain how violence and abuse intruded upon their lives, how they became oppressors themselves, how they struggled with hurting their families, and how they redeemed themselves from darkness. The meaning was coconstructed with stories of female victims of intimate violence and abuse at home and brings about a new meaning in desisting from violence and abuse, taking responsibility, and making amends. The reformed offenders’ change processes should not be considered limited only to confrontation and reinforcement but should also require engagement in a reflective process and internal transformation of an existential nature. More importantly, a meaning of change should be coconstructed with victims of intimate violence and abuse.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Van, Schalkwyk Pieter Geldenhuys. "Using collaborative web 2.0 tools in enterprise system implementation to assist with change management as a critical factor." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-08262008-114525.
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Jarulaitis, Gasparas. "Characterising Integration in Practice: A Case Study of Collaborative Infrastructure Change in a Large Oil and Gas Company." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-12047.
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This thesis investigates collaborative work practices in a large oil and gas company (OGC), with special attention being given to recent integration and standardisation efforts to the collaborative infrastructure for improving knowledge sharing practices across disciplinary and geographical boundaries. Through a longitudinal case study, the thesis investigates how these efforts unfold in different organisational contexts. This dissertation is inspired by social studies of Information Systems (IS) and more recent debates on the mediating role of integrated systems. Drawing on the interdisciplinary field of science studies, the thesis investigates how working integrated systems are established in practice. Through the use of vivid empirical examples, previous research has illustrated how various systems do not account for locally unique practices, resulting in them having to be worked-around. In this research, we make a distinction between stand-alone and integrated information systems since local enactments have different dynamics. In particular, we argue that as opposed to largely local, independent contexts of enacted technology, the use of integrated systems implies the interdependent enactment across contexts now linked as a result of the integration. For that reason, we aim to contribute to a higher visibility of cross-contextual effects regarding the use of integrated information systems. The thesis is not restricted to investigations of a single integrated system, but instead aims to understand work practices which span multiple contexts and are supported by multiple enterprise systems. The primary aim is to investigate the core work practices related to oil and gas production. In contrast to social studies of IS which tend to emphasise that work is a predominantly local affair, our aim is to empirically illustrate and analytically discuss cross-contextual (i.e. non-local) aspects of work. We exemplify the array of strategies needed to sort out local differences and establish cross-contextual work practices, thereby leading us to emphasise the temporal and performative aspects of integration. As a whole, this thesis investigates socio-technical work practices within a large-scale heterogeneous organisation and aims to contribute to the literature on the social construction of information systems and provide practical implications for managing integrated information systems.
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Friedman, Rachel. "Teachers of students who are deaf and hard-of-hearing: Change in reading instruction through collaborative professional development." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284007.
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Students who are (D/HH) have a history of low-reading proficiency. Factors external to the student, such as the reading and spelling instruction the child receives once he or she enters school, are thought to be contributors to low-reading proficiency (Limbrick, McNaughton, & Clay, 1992; Lytle & Rovins, 1997; Paul, 1998). Because of constraints in teacher preparation programs, much of what teachers of students who are Deaf or Hard-of-Hearing (D/HH) learn about reading instruction will be "on-the-job." Therefore, professional development and in-service training programs assume an important role in providing teachers with the necessary theoretical knowledge and practical skills for early reading and spelling instruction. Research indicates that professional development efforts that focus on improvement in student learning outcomes and that are interactive and ongoing produce the greatest benefits for students and teachers (Bos, 1995; Gersten, Morvant, & Brengelman, 1995; Richardson, 1994). The main focus of this study was to examine teacher change in attitudes, knowledge, and practices pertaining to early reading and spelling instruction with students who are D/HH. Additionally, the learning outcomes of the students in response to their teachers' participation in this project were examined. Three teachers participated in a collaborative professional development project that included a three-week course in assessment and instruction of early reading and spelling for at-risk students, and a year of collaboration. The research design combined qualitative and quantitative data collection methods. Analysis of the data showed that two of the teachers grew substantially in their knowledge of the structure of language. While the third teacher did not improve on the knowledge assessment, growth in knowledge was apparent from her practices and comments in journals and during dialogues. All three teachers agreed more with explicit methods than implicit, whole language methods, although their beliefs about implicit methods did not decrease during the year. Teachers perceived the collaboration with the researcher and opportunities for problem solving and dialogue about students and instructional practices to be beneficial. The teachers also identified specific resources that were particularly useful to them individually. The students who received explicit instruction of phonological awareness skills during the year improved on early reading tasks.
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Magnusson, Johan, and Andreas Nilsson. "Interorganizational Collaboration among Small and Medium-sized Enterprises : A Pan-European Study of the Influence of Type of Collaboration on SME Practice." Licentiate thesis, Företagsekonomiska institutionen, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94888.
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Grönlund, Müller Molly. "The Price of Protecting Forests : Assessing REDD+ Performance in Collaborative Governance in Vietnam." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162524.
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The UNFCCC initiated mechanism Reducing Emissions from Deforestation and Forest Degradation (REDD+) is an important policy instrument for combating climate change, using payments to create economic incentives for developing countries to preserve their forests. However, there is a need for closer scrutiny of whether the mechanism is able to generate its intended outputs and outcomes. The study assessed REDD+ productivity performance in collaborative governance using an instrumental case study of a Collaborative Governance Regime (CGR), the CarBi project in Vietnam. The assessment was based on Emerson and Nabatchi’s productivity performance matrix encompassing three units of analysis - the Participant Organisations, the CGR and the Target Goals. The study was conducted as a Minor Field Study (MFS) using in-depth interviews, complemented with official documents. The findings showed that progress was made in achieving target goals such as forest restoration and enhanced biodiversity, but that REDD+ was not adapted to suit the CGR’s need for stable payments and was not financially feasible to implement in a conservation focused project. Instead, outputs and outcomes were sustained as a result of the transition to the national Payment for Forest Ecosystem Services (PFES). However, the REDD+ safeguards, supporting the inclusion of local communities and indigenous peoples, were lost in the transition and PFES reliance on funding from hydropower dams posed both environmental and social challenges to CGR sustainability.
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Watters, Bernard J. W. "Change, closing the circle to a collaborative learning community : leading, loving, learning : an elementary classroom approach to learning assistance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ41840.pdf.
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Hosken, Adele. "The role and function of systemic collaborative intermediary organisations in urban system change: the case of the Cities Alliance." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29650.
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Misaligned, single actor and sector driven approaches result in urban system fragmentation which creates barriers to achieving the United Nations’ Sustainable Development Goals. The study argues for the alignment of the interests, resources and behaviours of actors to work together across local, national, regional and global urban system levels. This is an essential precondition for transitioning towards urban sustainability. It builds on the argument that systems change when developments at all levels link up and reinforce each other. The study contributes to the literature on the role of cross-sector collaboration and collaborative governance in urban sustainability transitions in three ways by: (1) extending the understanding on how intermediary functions are applied to scale urban collaborative governance; (2) developing the concept of a SCIO and a conceptual model for urban system change and describing the role of SCIOs to operationalise the conceptual model; and (3) contributing to the emerging understanding of how to make an abstract global agenda on collaboration, SDG Goal 17, more concrete by discussing the case of a global urban intermediary and multi-stakeholder partnership. It distinguishes between universal and systemic intermediary functions and discuss how these are applied across horizontal and vertical scales to foster collaborative governance and alignment. This contributes towards the understanding of how multi-level urban governance is organised and highlights the challenges and limitations encountered in scaling urban collaborative governance.
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He, Lei. "Consumer Behaviour in Collaborative Consumption : A study of sustainable consumption behavioural change on the online sharing platforms for products." Thesis, Uppsala universitet, Naturresurser och hållbar utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-404379.
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The urgency for a drastic reduction in greenhouse gas emission is emphasised in the new Special Report on Global Warming of 1.5 °C by Intergovernmental Panel on Climate Change, in order to maintain the security and sustainable development of humanity. As proposed in the report, changing individual consumption behaviour can considerably alleviate the environmental impact of consumption and emissions. However, transforming individual to sustainable consumption behaviour has proven over time to be a challenging task involving all aspects of the society and industry. Sharing practice is a form of collaborative consumption proven to be applicable in fulfilling user needs with minimised environmental impact and material consumption as well as creating a sustainable consumption behaviour. A case study is conducted on the online peer-to-peer stuff sharing platform to discover what challenges users to perform sharing practice, what influences the participation in sharing practice, and what strategy a platform can have to stimulate the participation in sharing practice. The method of this thesis is a qualitative content analysis of the user reviews from the online stuff sharing platform, and the approach is inspired by grounded theory. The findings of the thesis present the difficulties of platform users in sharing practice, i.e. information transparency, arrangement, quality, security, and user knowledge. Also, the findings state the factors underlying identified difficulties, namely social presence, competence in sharing practice, and platform responsibility. The study concludes with strategies that can be applied for optimising sharing practice and platform. Besides, the initiative of the platform is highlighted to create transformation toward sustainable consumption behaviour. Otherwise, the development of sharing practice can be jeopardised. Besides, further research is necessary to establish a holistic outlook of sharing practice and facilitating the transformation toward sustainable consumption.
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Butler, William Hale. "Learning to Burn, Burning to Learn: Transforming Professionals and Organizations through the US Fire Learning Network." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/77154.
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Since the 1970s, the institution of fire management has been in a frustrated transition from fire suppression and control to ecologically informed fire management. Administrative boundaries, professional specializations and organizational incentives and funding mechanisms have stalled the adoption of landscape scale ecological fire restoration as a guiding paradigm. Using a case study approach, this dissertation examines the potential of a multi-scalar collaborative network, the US Fire Learning Network (FLN), to catalyze the changes necessary to overcome the frustrated transition. Established in 2002 in an agreement between the USDA Forest Service, The Nature Conservancy, and the US Department of Interior, the FLN operates at landscape, regional and national scales. In this multi-scalar context, the network utilizes planning technologies, communication modalities, and interpersonal interaction to link participants at each scale and motivate them to enhance their collaborative ecological restoration planning capacities. The network directly addresses the challenges of the frustrated transition by enabling practitioners to collaborate across administrative and disciplinary boundaries, develop expertise in ecological fire restoration planning and management, and to inform policy changes at the federal level that can create new incentives and funding mechanisms that support landscape scale ecological restoration. While institutional transformation has yet to occur, the FLN sets the stage to address the core challenges that fire management practitioners and organizations face as they engage in landscape scale ecological fire restoration. This work provides theoretical and practical insights to collaborative planning research by introducing new forms of collaborative practice, describing how collaborative planning can be conducted across multiple scales simultaneously, and establishing how multi-scalar collaborative networks may be able to catalyze institutional change necessary to respond to complex cross scalar environmental problems.Ph. D.
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McMinn, Megan. "Assessing Health Behavior Modification for Participants in the OSU-Coriell Personalized Medicine Collaborative Following Genomic Counseling." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149226309823361.
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Ross, Julie Jane. "The role of the artist in environmental change : an investigation into collaborative, interactive and participative art practice in organisational contexts." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366253.
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Gruwell, Garrett M. "How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?" Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689554.
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The purpose of this interpretive, qualitative study was to explore how the implementation of response to intervention (RTI) changed teacher perceptions regarding instructional and collaborative practices at one underperforming middle school located in Southern California. Twelve middle school teachers participated in the study. Instruments used to collect data consisted of an online teacher questionnaire, teacher interviews, and artifact analysis. Bandura's theory of social learning and the response to intervention framework served as the conceptual foundation of the study. Data analysis included calculation of descriptive statistics for the questionnaires. Interview transcripts were analyzed with Tesch's process led to the identification of five themes. Theme 1 showed RTI frameworks and structures were critical to the implementation of RTI at this middle school. The second theme focused on the efficacy of implementation. Collaborative practices and teacher knowledge and understanding of the RTI process needed more reinforcement and consistency. Theme 3 focused on student achievement. Teachers indicated varying opinions about how the implementation of RTI had influenced student learning. Teachers felt students in Tiers I and 2 were not mastering grade level standards after two years of implementation. Theme 4 showed that teachers were positive about RTI and believed that all students can learn. Theme 5 showed teachers felt RTI had changed their instructional practices and use of data. Implications of this study included the identification of key processes and documents for consistent training and support for sustainable RTI implementation. Further research is recommended on the topic.
Key words: Response to intervention, middle school, student achievement
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Eversole, Oriana. "Case Study of a Collaborative Approach to Evaluation Within a School District Central Office." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7617.
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This instrumental case study (Stake, 1995) provides an in-depth examination of a collaborative approach to evaluation within a school district’s central office. This study analyzes the implementation of collaborative approaches to evaluation (CAE) within a school district’s central office with an emphasis on evaluation use from the evaluators’ perspectives. It also explores the role and evolution of the evaluators throughout the evaluation process. Furthermore, this study adds to educational research on how to support the implementation and use of improvement processes in school district central offices. The analysis focuses on the evaluation activities that my colleagues and I led as internal evaluators for a school district’s school improvement initiative from September 2015 to October 2016. The conceptual framework that I used to guide my case study are the Principles to Guide CAE (Shulha, Whitmore, Cousins, Gilbert, & al Hudib, 2016), which were recently developed in response to the need for clarification on collaborative approaches to evaluation. Findings suggest that: (1) the organizational context and the evaluators’ skills in using CAE impacted evaluation use, including enhancing the capacity for evaluative thinking for involved stakeholders; (2) the quality of the evaluation process, especially the formation of the findings and recommendations, enhanced the credibility of the evaluation and stakeholders’ willingness to implement the recommendations; and (3) evaluator involvement over the long-term is needed to support all aspects of the continuous improvement cycle. Findings regarding the evaluator’s role within CAE include the need for evaluators: (4) to fully understanding their role and positioning themselves as critical friends and facilitators; and (5) to create a safe space for learning and inquiry to occur. The findings from this study have implications for evaluation researchers interested in evaluation use and the implementation of CAE, as well as for educational researchers focused on incorporating evidence-based practices and improvement processes in school district central offices.
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Dale, James. "All change in the age of alliances! : a critical evaluation of contemporary management theory and practice for major collaborative change, comparing the public and private sectors, with particular reference to policing." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/all-change-in-the-age-of-alliances(eb9a91d6-b343-410e-925f-a0ad610bb4b1).html.
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This thesis examines inter-organisational or collaborative change. The research commenced with an investigation of organisational change in policing and then broadened to encompass other organisations in the public and private sectors, thereby enabling comparison and contrast. The intention was to explore first principles of best practice for organisations embarking upon collaborative change. The researcher was motivated to learn and develop his thinking as a consequence of professional exposure to this area of strategic management. The exponential growth in the number and complexity of collaborative schemes, coupled with a reported pan sector failure rate of 60% - 80%, underlines the topicality and relevance of this research. In the public sector, there is evidence of a new collaborative paradigm emerging, driven by ideology and austerity. Available evidence indicates that the police have been slow to embrace these changes and achieve the benefits desired. The methodological approach commenced with systematic and targeted reviews of existing literature. Gaps and contradictions were explored and used to inform the primary research, which consisted of forty-three semi-structured interviews and two electronic surveys, producing two hundred and fifty-six responses. The findings suggest that shortcomings in delivering interorganisational change were indicative of wider management failings encompassing other categories of major change. Poor leadership, inadequate resourcing, weak planning, unrealistic timescales and an over emphasis on structure and process, while ignoring the people issues, all contributed to a suboptimal outcome. Opinions were polarised about the performance of the police, where a strong organisational culture, dominant leaderships styles and poor business acumen appear to be conspiring to inhibit ambition and delivery. Ten generic key research findings are discussed, with another dedicated to policing. Collectively, they provide an evidence based foundation for developing best practice for organisations embarking on major inter-organisational change.
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Mosher, Danika L., T. Andrew Joyner, and Ingrid Luffman. "Analyzing Winter Weather and Climate Trends of the Ski Resorts in North Carolina Through the Use of Community Collaborative Rain, Hail & Snow Network (CoCoRaHS) Stations." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/30.
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Changes in climate result in wide-ranging economic impacts, especially for businesses that rely on consistent weather patterns. The North Carolina ski resorts (Beech Mountain Ski Resort, Appalachian Ski Resort, Sugar Mountain Ski Resort, Wolf Ridge Ski Resort, Cataloochee Ski Area, and Sapphire Valley Ski Area) are the southernmost resorts on the east coast in the US. They are able to stay in business because of the diverse terrain and elevation of the Appalachian Mountains where they can see low record temperatures of -34°F. Observable increases in temperature and less snowfall accumulations generate concern for these businesses that rely not only on snow but temperatures low enough to produce their own snow. To understand what may happen in the future, it is pertinent to examine past and ongoing trends. Yearly snowfall data from fall 2010 to spring 2018 were obtained from the Community Collaborative Rain, Hail & Snow Network (CoCoRaHS) and interpolated using ordinary kriging. Teleconnections (Arctic Oscillation, El Niño Southern Oscillation, and North Atlantic Oscillation) were examined to help compare similar years to observe possible relationships. The stations that had data for all of the years observed were spatially analyzed through regression kriging (RK) to determine how climate change will affect those areas. A kernel density map was then created from active CoCoRaHS stations to observe which areas need more stations to generate better interpolation data for future years. The results are impactful for the ski resorts, helping them to make effective business decisions based on climate trends and to promote the use of citizen science to improve research efforts.
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Tang, Bo. "Negotiating shared spaces in informal peri-urban settlements in North India : collaborative architectural making as a catalyst for civic empowerment and social change." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/4538/.
Full textAbstract:
This research investigates the nature and creation of common places in informal peri-urban settlements in North India through negotiation and sharing. It aims to develop a profound understanding of the effect of the post-hoc introduction of amenity buildings and city infrastructure in the creation of common places. The approach takes collaborative architectural making as a catalyst for civic empowerment and social change, discussed primarily through first-hand experience of practical small-scale live interventions in two urban conditions of scarce resources. These interventions serve as case studies. The research hypothesises that the social structure and order of shared spaces is continually transforming, adjusting and being re-made to accommodate the changing urban conditions within low-income settlements. The informal negotiation of these common spaces creates a shared collective identity. This study suggests that collaborative place-making engenders a renewed understanding or interpretation (by the urban migrant/citizen) of the nature of common places, in which the origins or memory of the traditional rural village are transformed into a new situation of the urban village within the host city. Central to the research was the development of spatial practices through small-scale interventions in two peri-urban settlements, which acted as vehicles for understanding the civic and institutional order of town for all constituents (including myself as PhD by Practice). The contribution to knowledge proposed by this research is two-fold: (a) the first part (chapter 2) addresses spatial practices and develops a methodology for collaborative making by which this is both understood and created. (b) the second part (chapter 3) uses these methods as a basis (research tool) to understand the nature of civic order in informal peri-urban settlements in North India, and the way the institutional/civic order of these settlements is made. In this way, the thesis provides insights which broaden and deepen our understanding of shared spatiality beyond the concept of 'public space'. The two case studies of on-going live projects provide the empirical basis for this study: (1) The Kachhpura Settlement Upgrading Project (KSUP) started in 2006 focuses on sanitation in Agra, beginning with the introduction of household toilets leading to a natural Decentralised Waste Water Treatment System (DEWATS) turning foul drain effluent into a community resource for clean water. (2) The Quarry Classrooms Project initiated in 2008 deals with amenity buildings in quarry worker settlements in Navi Mumbai. Both projects were carried out in collaboration with Indian Non-Governmental Organisations (NGOs), local communities, and architectural researchers and students from London Metropolitan University, involving a strong hands-on participatory approach from the bottom up. Connections are established between improved access for basic services, amenities and facilities, and the opportunities for creating common places, leading to suggestions for improving, appropriating and cultivating shared territories in today's informal peri-urban settlements, both culturally and physically. Insights are gained into the role of architectural professionals and students as designers, makers and curators in partnering with the local NGO and settlement families. The study concludes with suggestions on how the notion of cooperative place-making might be applied in other situations of rapid change and scarce resources where architect, NGO and local population might collaborate to provide shared infrastructure and community facilities, creating opportunities for improving livelihoods and the quality of life within informal peri-urban settlements in North India. Through the approach of collaborative architectural making as a catalyst for civic empowerment and social change, this study makes explicit a process that was implicit before, a process which enables the creation of social and political institutions for marginalised people to participate as citizens within the host city.
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Mohn, Amanda R. "Collaboration among Mathematicians and Mathematics Educators: Working Together to Educate Preservice Teachers." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7341.
Full textAbstract:
Collaboration among higher education professors who are responsible for the education of preservice teachers is one potential solution to the problem of poor teacher preparation. Specifically, collaboration among mathematics educators and mathematicians can enhance preservice teacher preparation because it provides opportunities for preservice teachers to develop pedagogical content knowledge. However, collaborative efforts are challenging, and collaborators often face obstacles and tensions arise among the collaborative group members. Learning about ways the collaborators approach their collaborative efforts, the issues and tensions that arise, the hindering and supporting factors that affect the collaboration, and the potential outcomes of collaborative efforts provides information beneficial to higher education instructors looking to collaborate in teacher education programs.
An exploratory descriptive case study was employed to answer the following research questions:
1. What approaches do a team comprised of a mathematics educator and two mathematicians use to facilitate their collaborative co-planning efforts as they prepare for and teach concurrent mathematics methods and mathematics courses for preservice middle grades mathematics teachers?
2. What factors support or hinder the collaboration?
3. In what ways does the collaboration affect the mathematics educator’s and mathematicians’ course planning and teaching?
A mathematics educator and two mathematicians co-planned, and concurrently taught, courses for preservice middle grades mathematics teachers enrolled in a middle school mathematics teacher education program. Data collected from observations of planning meetings, observations of classes taught by the participants, and from interviews were analyzed through thematic analysis.
At the onset of the collaboration, the collaborators assumed roles that initiated the collaboration, with the mathematics educator emerging as the leader and setting the schedule and meeting agendas. However, the hierarchical roles they established ultimately led to a power imbalance, the major hindering factor of the collaboration. Other hindering factors include administrative business, lack of authority, and undefined goals. The instructors in the collaborative group formed relationships and bonded over similar challenges with the preservice teachers. The connections among the collaborators facilitated the collaboration. As a result of the collaboration, each of the instructors made planning and teaching changes in their courses. The mathematicians employed instructional strategies consistent with best practices in education, such as group work, which they had not utilized in other courses. The mathematics educator made direct connections with content the preservice teachers in her course were learning in their mathematics courses taught by her collaborators.