No ambiente de projetos, a Gestão do Conhecimento CG é cada vez mais importante para ganhar competitividade. Atualmente, não é suficiente trabalhar só com o conhecimento explícito dos projetos cuja principal ferramenta de gestão é o sistema de lições aprendidas, pois o conhecimento é socialmente construído e muito desse conhecimento não é registrado. Por isso, torna-se necessário o uso de outras ferramentas de GC que trabalhem com aquele conhecimento gerado nas interrelações sociais, o conhecimento tácito. Nesse sentido, a CoP se caracteriza por ser uma ferramenta de GC que não apenas permite, como também aproveita o conhecimento tácito das pessoas, oferecendo um ambiente propício para o surgimento de dinâmicas sociais que favoreçam a troca de conhecimento (tácito e explícito). Entretanto, a Comunidade de Prática CoP é ainda pouco estudada no ambiente de projetos. Em consequência, essa pesquisa analisa as CoPs como ferramenta de GC em tal ambiente. Essa ferramenta está formada por três elementos estruturais (domínio, comunidade e prática) cuja dinâmica permite a transferência de conhecimento. A tese analisa as características desses elementos estruturais no ambiente de projetos, e as relações entre novato e especialista que surgem dentro da CoP, no intuito de entender melhor a utilidade e os benefícios que esta ferramenta oferece à GC no ambiente de projetos. Na pesquisa empírica, o objeto de estudo foram CoPs desenvolvidas em empresas que trabalham com projetos. O trabalho está organizado em duas etapas: na primeira, foi utilizado o método de entrevistas em profundidade e, na segunda, o método de estudo de caso. As informações foram coletadas a partir de entrevistas junto aos líderes das CoPs, líderes de equipes de projetos e pessoal de GC das empresas sob estudo. Também foram aplicados questionários online direcionados aos membros especialistas e a outros membros da CoP. Os resultados finais demonstram que dentro do ambiente de projetos o elemento da CoP com maior desenvolvimento corresponde ao domínio, uma vez que é o primeiro a aparecer e é o elemento mais gerenciável, já os outros elementos (comunidade e prática) dependem da interação entre os membros. Essa interação requer tempo, um recurso especialmente escasso no ambiente de projetos, portanto, estes elementos costumam ficar menos desenvolvidos. A CoP contribui com a aproximação entre novatos e especialistas no sentido de facilitar a troca de conhecimentos; por essa razão, foi observado que os novatos participam mais e se beneficiam da comunidade porque localizam e contatam diretamente os especialistas; dessa forma, os novatos reduzem seu tempo de aprendizagem. Já os especialistas participam menos, beneficiando-se da CoP pela rede de contatos que ela oferece. Observou-se que o maior ganho da utilização de CoPs, no ambiente de projetos, é a redução de tempo no planejamento dos projetos. Isso ocorre devido à troca de conhecimento mais rápida, bem como à aplicação de outras ferramentas de GC, como lições aprendidas e mentoring que são facilitadas ao serem inseridas na dinâmica da CoP. / Within the project environment, Knowledge Management becomes increasingly necessary in order to gain competitiveness, because currently is not enough to perform work only with the explicit knowledge from a Project, where the primary management tool is the system of lessons learned, this is because knowledge is socially constructed and much of this knowledge remains not registered. So it becomes necessary to use other Knowledge Management tools for working with that knowledge generated in social inter-relations, this is tacit knowledge. In this sense, the CoP is characterized by being a tool of KM that not only allows but also takes advantage of the tacit knowledge from people, providing an enabling environment for the emergence of social dynamics that foster the exchange of knowledge (tacit and explicit). However, the CoP has been little studied in the project environment, for this reason, this research studied the CoPs as KM tool in such an environment. This tool is composed of three structural elements (domain, community and practice) whose dynamics allows the knowledge transfer. The thesis analyzes the characteristics of these structural elements in the project environment and the relationships between novice and expert that arise within the CoP, in order to better understand the usefulness and benefits that this tool offers to KM in the project environment. In this empirical research, the object of study developed were CoPs within companies working with projects. The work was organized in two stages: in the former was used the method of in-depth interviews and in the second stage, the case study method. The information was collected from interviews with the leaders of CoPs, team leaders and people from the project staff, belonging to the firms under study. Were also applied online questionnaires addressed to experts and other CoP members. The final results show that within the project environment the element of CoP with further development lies on the domain, since it is the first to appear and is more manageable element, because the other elements (community and practice) depend on the interaction between members, moreover, this process requires time, a particularly scarce resource in the project environment; therefore, these elements tend to be less developed. A CoP contributes to the approximation between novices and experts in order to facilitate exchange of knowledge; thus, it was realized that newcomers participate more and benefit the community because locate and directly contact experts; thus, beginners reduce their learning time. Experts already participate less by benefiting themselves from the CoP by networking that it offers. Was observed that the biggest gain from the use of CoPs in the project environment, is the reduction of time in project planning; this due to faster exchange of knowledge as well as the application of other KM tools like lessons learned and mentoring that are facilitated when inserted in the dynamics of CoP.

O serviço público passa por um período de reinvenção e mudança em busca dos valores da Nova Gestão pública baseados na aproximação com as demandas da sociedade e incentivo a um ambiente aberto, transparente e inovador. Em consonância, o servidor público se posiciona cada vez mais de maneira ativa e consciente do seu papel, disposto a participar de um desafio aberto, diferente do imposto por um ambiente burocratizado e desumanizado. Nesse contexto, esta pesquisa apoiou-se em um estudo de caso que se utilizou de uma observação participante permeada por um estudo teórico dos saberes necessários para entendela e pesquisá-la, envolvendo os conceitos de: inovação no setor público, intelectual orgânico e comunidades virtuais de prática. Para isso, foram acompanhadas e analisadas durante dois anos as interações da comunidade virtual de prática do Núcleo de Gestão Ambiental Integrada da reitoria do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense que se utilizou do e-mail e do ambiente virtual de aprendizagem Moodle para desenvolver práticas no setor público Nesse contexto, a pesquisa sobre a realidade prática durante o período foi permeada pelo estudo teórico que identificou a postura do servidor público como intelectual orgânico, agente da mudança, aberto para a aprendizagem e inovador que se utiliza das Tecnologias da Informação e Comunicação atuando em comunidade virtuais de prática. Ao final, a pesquisa delimitou um quadro teórico para identificar, caracterizar e posteriormente auxiliar na organização, condução e análise de experiências com comunidades virtuais de prática como ambiente de inovação no serviço público visando o desenvolvimento da postura de intelectual orgânico. / The public service is undergoing a period of invention and changes in search of the New Public Management values-based approach to the demands of society, and encourage an open, transparent and innovative environment. Accordingly, the civil servant positions itself increasingly active and conscious of its role, willing to participate in an open challenge, other than imposed by a bureaucratic and dehumanized environment. In this context, this research was based on a case study that was used a participating observation permeated by a theoretical study of knowledge required to understand it and research it, involving the concepts of innovation in the public sector, organic intellectual and virtual communities of practice. For this, they were monitored and analyzed for two years the interactions of virtual community of practice of the Núcleo de Gestão Integrada of the rectory of the Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense which used e-mail and virtual learning environment Moodle for to develop practices in the public sector In this context, the research on the practical reality during the period was permeated by theoretical study that identified the attitude of civil servants as organic intellectual, change agent, open to learning and innovator who uses of Information and Communication Technologies when working in virtual communities of practice. At the end, the survey identified a theoretical framework for identifying, characterizing and subsequently assist in the organization, conduct and analysis of experiences with virtual communities of practice and innovation environment in the public service for the development of the organic intellectual’s posture.

abstract: Pierce College at Joint Base Lewis – McChord (PCJBLM) is a community college extension campus that is challenged with complying with multiple policies while serving a transient student population amid budget constraints. Through multiple cycles of research, entry-level student services staff expressed concern about their professional development and their ability to contribute meaningfully to initiatives around student success. Student services staff were also concerned with their connection to colleagues and leaders within the unit. Research shows that leaders may need to be more flexible and creative in staff development to appreciate the diverse values and talents of their teams. Research also identifies professional development as essential to solidifying student affairs as a profession and meeting the demands of today’s educational environment. Through multiple cycles of research, peer-to-peer mentoring was identified as the innovation to address the problem of practice at PCJBLM. The program was evaluated as part of an action research study. The theoretical perspectives guiding of the study were wicked problems, theory of structural empowerment, theory of psychological empowerment, and social learning theory and communities of practice. Peer-to-peer mentoring was evaluated over eight-weeks. Participants were selected via purposeful sampling. Key artifacts produced by participants were reflective journals and an individual development plan (IDP). Multiple qualitative data sources were used to triangulate the results. The quantitative instrument, Conditions of Work Empowerment Questionnaire – II (CWEQ-II), was administered to support learning about the participants’ feelings and perceptions about empowerment. The pre- and post-test (CWEQ-II) measures were used in conjunction with the qualitative sources. Credibility and rigor were addressed through triangulation, prolonged engagement, and member checking. Results indicate more investigation is needed to address the identified wicked problem. Peer-to-peer mentoring supported a broadened view of the problem practice. The peer-to-peer mentoring program was structurally empowering while not completely psychologically empowering. The participants’ conflicts related to psychological empowerment were identified and will support continued learning in this area. Additionally, through multiple cycles of qualitative analysis, the values of this unit were identified. These values were essential to the developing community of practice. Continued research in empowerment and wicked problems is needed to support the future growth of the community of practice. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

O objetivo deste trabalho é estudar o processo de adoção do Software Livre na Universidade de São Paulo. É de especial interesse o estudo dos aspectos culturais e organizacionais que contribuíram para a adoção do Software Livre entre os administradores de sistemas. O estudo de adoção, não se limitou à adoção individual, mas se estendeu à adoção organizacional uma vez que a adoção de inovações tecnológicas em organizações difere de modo especial da adoção individual. A adoção organizacional aborda aspectos como a extensão do uso da inovação e, o quão profundamente o uso da tecnologia altera processos, estruturas e cultura organizacional. O fenômeno de adoção na Universidade revela-se particularmente importante por ter se tratado da adoção de uma nova tecnologia, em grande escala e bem-sucedida. Esta pesquisa estuda quais são os fatores condicionantes e os que favoreceram a adoção da nova tecnologia, bem como o contexto social e cultural desta adoção em diferentes Unidades da USP. / The objective of this work is to study the adoption of Free Software in the University of São Paulo. It is of special interest the study of the cultural and organizational aspects that contributed to the adoption of the Free Software among the systems administrators. The adoption study, was not limited to the individual adoption, but it extended to the organizational adoption once the adoption of technological innovations in organizations differs in special ways from the individual adoption. The organizational adoption examines aspects as the extension of the use of the innovation and, how deeply the use of the technology affects processes, structures and organizational culture. The adoption phenomenon in the University is particularly important for having it been a voluntary adoption of a new technology, in great scale and well succeeded. This research studies which factors restricted or favored the adoption of the new technology, as well as the social and cultural context of this adoption in different Units of USP

This multi-article dissertation explores the experience of becoming a professor who effectively facilitates students' identity formation. While the growing body of literature on student transformation suggests that faculty must transform themselves to authentically invite change in others, little research has been done on helping professors become mentors who facilitate students' movement toward their potential for meaningful contribution. To address this gap, this dissertation suggests a framework to facilitate transformative faculty development based on a review of the literature on learning as a process of becoming (Article #1). The major components of this framework are (a) facilitating meaningful engagement in communities of practice, (b) inviting community members to take on new responsibilities, and (c) construing learning as a process of identity development. I also propose several interventions in each of these areas that may increase the likelihood that professors will engage in transformational learning practices. This dissertation also explores the identity development of faculty who invite transformation in their students through narrative case studies of professors' transformative learning experiences (Article #2). Through a series of semi-structured interviews with highly rated faculty at various career stages—one from the humanities, one from the social sciences, and one from the natural sciences—we examined six turning points our participants' identified as pivotal in becoming the kind of mentor who helps create transformative experiences for others. The findings of this study suggest that transformative faculty formation is a process of moral becoming that occurs as professors take purposive stands in their communities of practice. Cross-case themes also suggest that transformative learning is most effectively invited through relational activities that are meaningful, authentic, and altruistic.

abstract: Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms. This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress. It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data. Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Studies of European colonialism in the Western Hemisphere have shifted focus from areas of direct European/Native American contact, to investigate Native American groups outside of direct European contact. During Spanish colonization of the Southeastern United States (AD 1520 to AD 1715), the Big Bend region of the Ocmulgee River Valley, in Georgia, located about 160 kilometers from Spanish occupied coast, was inhabited by a Native American polity from the Late Prehistoric into the Mission period. This location is ideal for studying indirect contact. Changes in ceramic production can be used to identify changes in Native American interaction through time. Attributes from ceramics at five sites were recorded, totaling 3,231 sherds. Analysis demonstrates that richness of paste recipes and presence of ceremonial vessels declined, suggesting that regional gatherings declined. Design analysis suggests that interaction with a large variety of Native American groups from outside of the region declined, while interaction with coastal Native American groups in the purview of Spanish colonization increased. This demonstrates that changes to Native American society after European contact were not just the result of interaction with European traditions and technologies, but also the result of changing interaction with Native American groups.

This study utilizes Lave and Wenger’s (1991) communities of practice (COP) model to explore how ELLs navigate their positions within and between their many language learning communities. Drawing on Norton’s (1995, 2013) work on ELLs’ identity negotiation and Wenger’s 1998 work on the reinforcing impacts of identities between multiple COPs, this study explores what adults consider to be their COPs, how they perceive themselves within and between them, and how past, current, and imagined or possible COPs impact each other. A constructivist, multiple case study design was used to focus on participants’ perceptions of their identity negotiation processes through their own narratives across three interviews and weekly audio-recorded self-reports. Eight adult ELLs participated in the study, and their narratives revealed the temporal and situational nature of their connections to past, present, and future identities as English learners, as professionals, and as members of their communities. They experienced persistent explicit and subtle barriers to participation in their COPs with native English speakers, including a range of linguistic gatekeeping strategies. The study revealed several themes of COP membership, in particular an identification with a larger, less concrete, immigrant group that lead the participants to focus their narratives and English-learning efforts on their ability to advocate for themselves and for other immigrants in the United States. Recommendations from the ELLs and the researcher are presented for a more holistic approach to adult ELL instruction that incorporates more of the multiple facets of ELLs’ learning trajectories in the target-language context.

This research supports the on-going national research that has accompanied the development and implementation of the New Zealand Ministry of Education's social studies curriculum exemplars (2004). A social studies exemplar is a sample of authentic student work annotated to illustrate learning, achievement and quality in relation to levels 1- 5 of Social Studies in the New Zealand Curriculum (SSNZC, 1997). The aim of the research was to support teachers to implement the social studies curriculum exemplars in informed ways by encouraging and promoting the use of the social studies exemplars as models of quality social studies teaching. This small scale qualitative research was undertaken by a syndicate of four Years 5/6 teachers and the researcher. The four primary teachers assumed roles of teacher-researchers and worked together collegially with the researcher within a community of practice to co-construct the research process. The research involved incorporating aspects of the exemplars into their social studies programmes during 2006. The community of practice engaged in regular collegial conversations relating to the exemplars. Three of these narratives were taped semi-structured conversations captured in situ. Transcripts of student-teacher conversations were collected, analysed and commented upon to provide some information about student learning outcomes in relation to the exemplars. The notion of reciprocity underpinned this research, since it involved the researcher being willing to contribute to the research in return for the teachers' time and involvement in the study. The support and guidance provided by the researcher was provided as an outcome of her experience in teaching social studies for the School of Education. The research takes into account contemporary ideas about learning and teaching theory, as well as the nature of social studies pedagogy. It examines the implications of sociocultural processes for learning with its emphasis on interaction and collaborative learning iv environments. The research context and the methodology were informed by new understandings about the empowerment of teachers implementing their own professional development and conducting research into their own practice. This research makes a contribution to the field of social studies curriculum and wider professional contexts by informing pre-service teachers' understandings of the intent and use of the New Zealand Ministry of Education's social studies curriculum exemplars. Additionally, it supports in-service social studies professional development, illustrates processes around communities of practice and exemplifies social studies pedagogy.

<p>This essay is predominantly a qualitative piece of research by which I mean it is mainly based on my own observations and analysis of the material. To do this I will cover the theories of <em>communities of practice</em> together with gendered language and apply it to the community and language of the online game World of Warcraft.</p><p>Through using collected chat logs, I will analyse conversations held in World of Warcraft with a specific focus on gender and identity, I will then compare these to examples of face-to-face conversations. My analysis will draw on the works of theorists such as Holmes (2006), Sunderland and Litosseliti (2002), Eckert and McConnel-Ginet (1992) amongst others. This study will show that although Netspeak within World of Warcraft is written and not spoken, the strategies for creating gendered identities are not very different from real life discourse. The essay will be a general study of gendered language in a virtual community and will discover that there is an extremely nuanced language within the limited communication medium of <em>chat</em>, and lays the ground for more extensive research on the subject.</p>