Philosophiae Doctor - PhD / The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to Work (i.e. the world of work) requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at Work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design 'on the ground' is poorly understood. A key point is to recognize that integration as such cannot be the goal: the differences remain, but have to be turned into productive collaboration and joint development, for example, of a curriculum. Productivity here is not used in the sense of the ratio between output achieved and inputs needed, but rather refers to the activity theorists' concept of zones of potential development between two different, interacting activity systems (their way of conceptualizing communities of practice). Productivity is then a measure of the extent to which new hybrid knowledge emerges in the interactive zone with positive outcomes for both systems. Ideally, the integrated curriculum elements look to both Work and academic knowledge. Such productivity involves the acknowledgement of pre-existing boundaries and differences between types of knowledge and the subsequent actions of actors in crossing these boundaries. After sketching the policy backdrop to the issues of responsiveness to Work "on the ground", the first part of the thesis discusses theories of curriculum development, and of boundaries, differences, boundary crossing and maintenance. Inspired by the work of Nooteboom, a model is outlined for optimal difference allowing for innovative and productive curriculum development. The processes and patterns of responsiveness of higher education to the needs of 2 re studied empirically at two interconnected levels: The meso-level of the design of curriculum units; and the micro-level of face-to-face interactions between representatives from Work and the academy as they negotiate how to implement responsiveness. The curriculum units examined are those in which universities have attempted to design units which include aspects of Work. The face-to-face interactions are those between lecturers and Work representatives as they attempt to negotiate what sort of knowledge should be taught in the academy to meet both Work needs and those of the academics. At the meso-level, different cases (in different countries) were studied which together spanned the spectrum of differences between academic knowledge and workplace knowledge. At the micro-level, the focus was on the actual boundary work, and how it might set productive developments in motion. The processes involved are those of the mutual presentation of knowledge difference between work and the academy followed by knowledge transformations. These transformations are in tum enabled by the representatives' actions and their mobilisation of structures to enable bridging between the different types of knowledge. Difference between work and academic knowledge matters. Firstly, difference needs to be recognised and identified, not as a stumbling block to further developments, but as a resource. Secondly, an optimal degree of initial difference, rather than no difference at all, is an enabling factor, in concert with actor strategies, in the development of hybrid work/academic curriculum objects. The insights in micro-interactions can be combined with the analysis of meso-level curriculum development to create a model for productive work towards integration of Work and higher education. This model is supported by the literature discussed in the first part of the thesis, and can actually be used more broadly, for example for productive development and implementation of policy (in this case, for responsiveness to Work).

En considérant les problèmes communs aux pays en développement, tels que la rareté des ressources, les inégalités sociales, les problèmes dans les infrastructures et les institutions existantes, entre autres, on voit une vaste zone à explorer, encore un lieu de recherche à fort potentiel de transformation sociale.Cette recherche se justifie alors de ces préoccupations avec le contexte urbain des pays en développement et les initiatives des nouvelles initiatives de transformation, à travers du développement des micro-pratiques par les organisations de la société civile.L'objectif global de cette recherche concerne la compréhension du processus d'institutionnalisation de nouvelles pratiques de transformation des zones urbaines dans les pays en développement.Nous avons cherché tout au long de cette recherche à compléter l'objectif proposé concernant la compréhension de nouveaux moyens de transformation de l'espace urbain des pays en développement comme un processus non linéaire et complexe d'institutionnalisation et ainsi certaines contributions théoriques et empiriques ont été développées.L'importance de cette étude implique directement le problème qui l’a motivé, à savoir, les caractéristiques du contexte urbain dans les pays en développement. Cette étude a exposé une nouvelle façon de comprendre un processus d'institutionnalisation complexe, non linéaire et non déterministe, par le biais des micro-pratiques urbaines développées et mises en œuvre par les organisations de la société civile et en collaboration. / Considering issues regarding developing countries as the resource scarcity or social inequalities, infrastructural problems, and in vogue institutions, among others, it is recognizes that there is a wide open field to be explored and it is also a big locus of research with high social transformation potential. Thus in order to understand such problematics and the possibilities of transformation, new approaches are needed, as well as new organizational forms and new mechanisms to be engendered to address such changes, through the development of new practices, different from the traditional ones already practiced in developed countries. Thus considering the developing country scenario, there are huge differences and needs to focus initiatives and practices, according to the specific characteristics of such environment. It is not possible to consider with the same analytical lens, theories and tools used to understand the institutional context in developed countries. Although it is important to regard that both contexts present problems, but the nature and type of problems are very diverse. In this way it is possible to understand that it is in the urban scenario in developing countries that new practices are being developed to transform it somehow, being alternative forms to public r private initiatives (major social responsibility actions). The main aim of this research is thus to understand new transformation practices of the urban space in developing countries as a complex and nonlinear institutionalization process. In order to achieve this aim, two theoretical streams were explored that are neoinstitutional theory and more specifically institutionalization approaches. And the second theoretical approach is the activity theory, inside the spectrum of practice approaches, it is used in this research as a theoretical and analytical tool to embrace the growing complexity of the institutionalization processes as this of the urban space transformation through the development of micro practices. In order to surpass traditional institutionalization frameworks that considers the process as linear and deterministic, it is also possible to consider that there is no existing general framework in literature that guides researchers to a deep understanding of all the intrinsic complexity in institutionalization processes and its different elements. In this context, the aim of this research is to develop a more structured theoretic and analytic framework able to encompass all the elements, collectivity, non-linearity and complexity of the institutionalization process with the presentation of the activity system. Moreover, the concept of micro urban practices is developed in this research in order to achieve and specify the empiric field. This concept specifies activities developed with little resources and low cost, and deployed by civil society agents in a collaborative way in search for transformation of a specific urban space or even for the transformation of people’s engagement with the city and the space they live in. Finally, a few contributions could be developed in this research. The first one considers the deployment of the activity theory as a theoretical and analytical tool to encompass the inherent complexity of the institutionalization process that were not yet explored in the literature (until the moment). Another contribution concerns the innovative character of the studied organizations. This research is composed of two case studies of civil society and bottom up organizations that are focused in solving structural problems in Brazil through the development of micro practices.

The South African education system is under a serious strain in relation to Mathematics attainment. Only 40% of learners in SA pass the final school leaving examination and only 5% of learners manage to pass Mathematics with more than 50%, according to The Economist (2014). In a bid to solve this problem the government proposes the use of ICTs (such as computer hardware and software, tablets, and smartphones) within teaching and learning. The assumption is ICTs can be utilised to address this important challenge and “facilitate ongoing improvement of educator skills” (The National Integrated ICT Policy White Paper: The White Paper, 2016: p.8). Research shows that teachers’ perceptions regarding the use of ICTs impact on their practices (Mwendwa, 2017; Munyengabe, Yiyi, He Haiyan, & Hitimana, 2017; Alharbi, 2012; Yuan & Chun-Yi Lee, 2012). This project intends to explore six grade 6 Mathematics teachers’ perceptions about whether and how pedagogy shifts with the use ICTs in the classrooms utilising Cultural Historical Activity Theory. This research utilises interviews as a method for the collection of empirical data to describe a group of research participants’ (or teachers’) perceptions who happen to be directly interviewed. These interviews have been conducted across two no-fee paying primary schools in the Western Cape Province (WCP), in South Africa (SA). Interviews were analysed along the CHAT dimensions: object, subject, tools, rules, community and division of labour to establish whether pedagogy altered along any of these dimensions. Findings indicate that teachers think pedagogy shifts in the ICT based lessons with division of labour becoming more fluid. Findings also show that the object of the activity system grows to encompass more than mere mathematical compression but also motivation, creativity and cognitive development. Besides, teachers stated that ICT based learning could assist learners in their mathematical attainment. This project is an investigation and not an intervention study. Recommendations are also suggested in this thesis for further research such as video-taping teaching and learning of mathematic contents and concepts in both traditional and computer-based classrooms. Further study in utilising classroom observations to focus on student-student interaction in relation to ICTs is also recommended.

This thesis elaborates on the design process of a mobile phone based application for indoor positioning at workplaces. The aim of the application is to ease workflow management and help increase the work efficiency of individuals and teams by reducing the amount of time spent in looking and waiting for each other. In doing so, the research takes a closer look on the user’s perspective on sharing one’s location data. An attempt is made to explore users’ behavior, investigating if any privacy concerns arise out of sharing one’s indoor location data and how it effects the adoption of the service within the context of a workspace. This exploratory approach employed a number of qualitative tools in order to gather data and analyze it. In order to understand the complex context of a work environment where activities (or actions) are defined by a number of factors, actors, mediators, communication channels, etc., the research followed an activity centred approach. The resulting solution is in the form of a service that provides layers of contextual information, responding to the overall activity being performed and the smaller actions that constitute it. A prototype of this application is then taken for user testing. The test results show that the users were hesitant in sharing their location data; citing a number of speculated scenarios where this information may be used in ways that induced a sense of being spied upon. However, in the overall acceptance and adoption of the system, the context of use (the workspace) was found to play a very crucial role.

In recent years, have the focus on Incels increased due to various deadly attacks that have been associated with extreme misogynistic content. This study aims to discuss current online prevention methods’ applicability with respect to Incels and to comprehend if online prevention methods can mitigate future attacks in Nordic countries. To provide knowledge of current online prevention methods a systematic literature review in accordance with the PRISMA was conducted. Several databases e.g., Google Scholar and PsycINFO were searched for articles published in peer-reviewed international journals. Ten articles which included online moderation measures regarding extremist content and Incels were admitted. Additionally, a non-systematic review was conducted in relation to reports regarding Incels published by Nordic organizations. Four reports were found. The Routine Activity Theory was then applied to the results from the papers found in the systematic and the non-systematic review. One limitation of the review is that only a few articles have been included which makes generalizability difficult. Numerous methods can be applied regarding Incels when it comes to online prevention measures. However, current methods seem to consist of a duplexity, where the moderation methods influence different SoMe platforms, but also create echo chambers on encrypted platforms where an increase of Incel radicalization materializes. To mitigate future attacks the use of proactive online prevention methods, e.g., detection tools and connectivity tools should be used by different platforms and law enforcement, as the capable guardian, to allocate imminent threats from Incels.

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Although the University of Cape Town has implemented various education technology projects in the last two decades, the disruptions experienced during the #FeesMustFall movement and the COVID-19 pandemic point to challenges with integrating technology successfully, highlighting the need to better understand technology integration in higher education. Based in the Engineering Faculty, I adopted a Cultural Historical Activity Theory (CHAT) perspective to understand the experiences of engineering educators with regards to education technology integration in a department. A qualitative case study with semi-structured interviews was conducted with engineering educators. The data was analysed according to the categories in CHAT. Individual educator analyses were presented as activity systems. These were then synthesised to a departmental level understanding. I found that all educators integrated education technology to varying degrees. These included the university's learning management system, Microsoft PowerPoint, document cameras, and various engineering technologies. Educators integrated education technology to improve the practical demonstration of engineering concepts, prepare students for the workplace, and improve the efficiency of certain tasks. Their integration efforts were mediated mainly by the university's infrastructure and their access to institutional technologies. Nondirective approach by the departmental and faculty leadership provided educators with the freedom to integrate education technology, although, some educators expressed a desire for increased leadership intervention. Technical and pedagogical support services from the university provided resources and support for integration. The technologies integrated by the educators were informed by their preference for teaching resources that visualised theory. Educators were concerned with the impact of lecture recording on attendance, highlighting sustainability issues of this technology. As all participants integrated education technology independently, future studies may benefit from understanding less active users' experiences, the contribution of support services, and the role of departmental leadership.

Rangstrand Hjort, Sarah (2020). Students in need of sloyd? - About the sloyd subject’s abilities to meet students in need of support. (Elever i behov av slöjd? - Om slöjdämnets förutsättningar att möta elever i behov av stöd). Master’s degree in special education, 120p, Department of School Development and Leadership, Faculty of Education and Society, Malmo University. The sloyd subject offers to some extent a different way of learning compared to the more theoretical subjects. The process and the assignments in the work become more visible as it is performed working with physical material, it also engages the student since the education often is based on the student's personal ideas and expressions. The question is if sloyd as a subject has other opportunities to meet students in need of support, and if so, what could be the reasons for it? The purpose of this study is to investigate and analyze how the teaching of sloyd meets students in need of support and what abilities the sloyd subject has in order to create a accessible learning environment. The questions of the study are; How do sloyd teachers, special educators and principals reason about the sloyd subject's abilities to meet students in need of support? How are the local conditions for meeting students in need of support within the sloyd subject described? Researching sloyd as a subject requires the inclusion of research in other areas, since sloyd is still a relatively unexplored field. This study contributes to deepening the understanding of the conditions of the sloyd subject from a special educational perspective. The empirical data is based on 14 semi-structured interviews with sloyd teachers, special educators and principals at five different schools. These three occupational categories have been chosen since they probably are the ones that are best suited to answer the questions of the study. The empiric data has been analyzed based on Engeström's (1987) activity theory. The result of the study shows that sloyd as a subject in some ways has specific abilities to meet students in need of support. The smaller groups create opportunities that make it easier to meet the students in the education, it also helps creating a meaningful relationship. The practical parts of the work together with the visible physical result provide a confirmation that the given assignment has been performed. From an activity theory perspective, however, a clarification of the teaching is needed in order to find strategies to meet these students together with other colleagues at the school. Course of events and mechanisms at other levels also affect the possibilities of sloyd as a subject. Partly through the internal culture at the school, where sloyd easily falls into the background and partly through the national governance that tends to reduce the sloyd’s specific abilities and opportunities. This study, to illuminate the subject of sloyd based on the abilities to meet students in need of support, could help bringing these angles together and steer them in the direction of a school context. The study also helps to show factors that both enable and hinder the sloyd subject's abilities to meet students in need of support.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第19110号 / 情博第556号 / 新制||情||98(附属図書館) / 32061 / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 西田 豊明, 教授 乾 敏郎, 教授 河原 達也 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM

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