Government (state) command and control strategies for addressing the complexities, uncertainties, and conflicts associated with ecological issues are no longer adequate. This is particularly true when addressing water resources. Water resources are inherently complex as a result of demands related to (1) competition between multiple users of water resources; (2) multiple scales at which water is managed; and (3) the mismatch between administrative and hydrological boundaries. Collaborative strategies for environmental governance are increasingly essential for addressing water resource issues. New legislation in Ontario has specifically mandated that collaboration be used as a strategy for source water protection. Government involvement is important for successful collaboration. However, little research has been undertaken to understand what impact mandating collaboration has on the process and outcomes. This thesis explores the relationship between mandated collaboration, the process of collaboration, and its outcomes in order to critically assess the potential impacts of government-mandated collaboration. The research was guided by a conceptual framework developed from the literature concerning government involvement in collaboration. Evaluative criteria were used to assess processes and outcomes. The empirical work explored a case study of the Niagara Source Protection Area in Ontario. The case draws attention to how government affects the collaborative process and outcomes.

Large displays and information kiosks are becoming increasingly common installations in public venues to provide an efficient self-serve means for patrons to access information and/or services. They have evolved over a relatively short period of time from non-digital, non-interactive static displays to more elaborate media-rich digital interactive systems. While the content and purposes of kiosks have changed, they are still largely based on the traditional single-user-driven design paradigm despite the fact that people often venture to these venues in small social groups, i.e., with family and/or friends. This often limits how groups collaborate and forces transactions to be serialized. This thesis explores design constraints for interaction by multiple social groups in parallel on shared large vertical displays. To better understand design requirements for these systems, this research is separated into two parts: a preliminary observational field study and a follow-up controlled study. Using an observational field study, fundamental patterns of how people use existing public displays are studied: their orientation, positioning, group identification, and behaviour within and between social groups just-before, during, and just-after usage. These results are then used to motivate a controlled experiment where two individuals or two pairs of individuals complete tasks concurrently on a low-fidelity large vertical display. Results from the studies demonstrate that vertical surface territories are similar to those found in horizontal tabletops in function, but their definitions and social conventions are different. In addition, the nature of use-while-standing systems results in more complex and dynamic physical territories around the display. We show that the anthropological notion of personal space must be slightly refined for application to vertical displays.

This thesis reports a research effort that comprises six papers and a cover paper. In essence, the thesis contributes to the understanding of collaborative settings by introducing the perspective of ‘places of collaboration’. This perspective is particularly important when designing computer-based technologies that support collaborative settings.   The starting point and overall research aim is to understand people’s efforts to configure their current context for the purposes of collaboration. The cover paper of the thesis comprises a theoretical reflection and examination of four collaborative settings. The settings have been studied in situ through ethnographic inquiry and the results are reported in the six papers enclosed in the thesis. In my theoretical reflection, the concepts of ‘place’, ‘space’ and ‘boundary objects’ are central.   The studies revealed that people’s efforts to configure the current context create and reflect a ‘place of collaboration’. In other words, the effort to configure the context results in a practice characterized by an understanding of how to cooperate; a collaborative practice that constitutes a ‘place of collaboration’. During this configuration, the space and the use of materiality in this space are important parts in the creation of a place of collaboration. In addition, people configure collaborative contexts of intersecting practices by creating boundary objects. Boundary objects serve as mediators in a place-making process for the integration of places into a ‘place of collaboration’ for several practices. What is more, the dynamics of a place of collaboration may affect changes in existing modes of working and in computer-based tools that have been introduced into the workplace. The people and practices that constitute the place will in turn re-configure the place of collaboration, including the space and objects available due to the new circumstances.   People’s configuration of their current context reveals crucial aspects about the place of collaboration that must be considered also when designing to support this setting. However, this configuration may not necessarily equal efficiency and effectiveness, as evaluated by actors external to this context. The conclusion of this thesis is that future research and design should consider how to support people in their own effort to configure their collaborative context.

THE OPERATIONAL IMPLICATIONS OF SERVICE CUSTOMISATION LEVEL Customisation offers the opportunity for organisations to capitalise on the many potential benefits to both themselves and to clients, afforded by offering a greater choice of goods and services for customers. Many organisations have implemented increased customisation with the expectation of increased demand and profitability. However a critical analysis of the operational aspects involved in customising services reveals that different levels of customisation have distinct operational needs which render the adoption of different levels of customisation more difficult than is indicated in existing literature. Three distinct degrees of customisation are examined in this study. These are standardisation, medium customisation and high customisation. The study puts forward a comprehensive model which provides an insight into the organisational factors which potentially enable or impede an organisation in introducing different levels of customisation. This model builds on previous studies of factors which impact on the ability of an organisation to deliver customised services. Factors which are included in this model are: (a) the level and type of knowledge, skills and abilities (KSA's) held by employees involved in designing and delivering services (b) the degree of information distribution and exchange between employees and (c) goal clarity for staff involved in delivering the service. Initial case studies conducted in six organisations and a subsequent quantitative study which elicited 101 responses from 21 organisations, revealed that each level of customisation held a distinct configuration of these operational factors. Organisations offering high customisation were characterised by a low degree of information distribution and exchange between employees, a high level of KSA's about the service being provided and low goal clarity for service staff. Organisations offering medium customisation were characterised by a high degree of information distribution and exchange between employees, a moderate level of KSA's about the service being provided and relatively high goal clarity for staff. Organisations offering standardised services were characterised by a low degree of information distribution and exchange between employees, a low level of KSA's required about the service being provided and high goal clarity for staff. By examining the relationship between customisation and the identified operational implications, the study allows us to piece together a multi-faceted viewpoint of the same broad issue, which is answered by the overarching question 'how are organisations enabled to provide different levels of customisation'? This study therefore provides us with a well-rounded insight as to how and why organisations can effectively implement different levels of service customisation.

The creation of the performance work UKULELE MEKULELE is used as a site to uncover the interactions between the work of the sole author and group-devised processes. The increasing acceptance of the 'openness' in contemporary theatre practice has strong implications for the role of the sole author, who traditionally has been the provider of the 'closed' - known quantities that are subsequently 'realised' by a production. How can the sole author best write for the seemingly contradictory environment of the group-devised production? Critical incidents from the performance are selected for study. These 'moments that work' and their provenance are utilized as examples of the interaction of the various forces at play in the performance making process. The researcher's intimate contact with the artwork entails a unique vantage point from which to observe these forces at work. Their evocation and analysis will have relevance for the creators of live art in collaborative contexts.

Abstract The role of collaborative classroom practices, and of technology, in students’ learning of mathematics, is now receiving increased attention in curriculum and policy documents in Australia and internationally. The implementation of pedagogical reforms associated with these areas, however, has been limited due to a range of theoretical and practical concerns. An issue which has emerged from separate interests in technology and collaborative practice is the role of digital tools in enhancing meaningful learning in both individual and collaborative group settings. While the corpus of research literature in the area of technology mediated learning in mathematics is now significant, much of the focus of studies in this area has been concerned with the effect of technology on individual learning outcomes within specific topic domains. Research is needed into the role of digital tools within collaborative classroom environments. This study investigated the various roles of technology in mediating students’ learning, from both individual and collective perspectives, within an authentic, senior secondary classroom setting and sought to identify patterns of student behaviour within this environment. The theoretical framework for the study drew on two bodies of educational research. Firstly, social theories of learning, including Vygotskian socio-cultural ideas, the field of learning discourses, and distributed cognition, were considered. Secondly, research literature associated with approaches to learning mathematics with the assistance of digital technologies, including ideas related to tool co-construction and instrumental genesis, are examined. Because the focus of this study is on authentic systems of activity rather than individual student outcomes, a naturalistic approach to data collection and analysis was employed. Research was conducted in two senior secondary classrooms over a two and a half year period (1997 – 1999). This involved a pilot study (1997 – 1998) and overlapping main study (1998 – 1999) which were conducted with two different cohorts of students. The investigation was carried out by a teacher-researcher with the support of a research assistant. Qualitative and quantitative data were collected using: student surveys; individual and whole class student interviews; stimulated recall procedures; videotaping of episodes of students working as individuals, in small groups and in whole class settings; and longitudinal participant observation. Data analysis techniques were chosen to match the form and nature of available data and were sensitive to the generation and confirmation of categories of emergent student behaviour. This process was iterative and included an additional phase devoted to category refinement and eventually to theory development. Patterns of behaviour for students working with digital technologies were identified and the metaphors of Master, Servant, Partner and Extension-of-self were chosen to describe the categories that emerged. These categories were further developed into a framework which describes students’ interaction with technology while learning mathematics in individual, small group and whole class settings. The theoretical and practical implications of this study include: the identification of the role of digital technologies in mediating the social practices within authentic mathematics classrooms; the potential of technology to empower students as individuals and as collectives of co-dependent learners; and the potential shift in power structures between teachers and students within mainstream classroom when students are so empowered.

Multi-stakeholder dialogue and collaborations have been considered as ‘panacea’ for complex local to global problems confronting governments, businesses and society. And for over a decade now, they have also been increasingly promoted as mechanisms to achieve sustainability. There is, however, a dearth of empirical studies that give deeper insights into the practical dimensions and various implications of such processes for sustainability. This dissertation explores how multi-stakeholder organising processes for sustainability occur in local settings. It relies on a theoretical framework that combines institutional and social movements theoretical perspectives. Such a theoretical cross-fertilisation has been helpful in explaining: (a) how the macro institutional context of sustainable development influences micro interactions of individuals during collaborations; and (b) how those micro interactions may influence the sustainability movement organised at macro societal levels. The dissertation is philosophically based on the principles of critical hermeneutics. It draws on the works of Hans-Georg Gadamer and Jürgen Habermas to understand the nature of reality, society and human relationships. The study also uses literature on sustainable development, organising, dialogue, collaboration, stakeholder engagement, emotions and time. Three cases of multi-stakeholder dialogic collaborations organised to address sustainability of two regions in New Zealand were investigated through observations, interviews with participants and documentary research. These processes were developed in response to a regulatory change in New Zealand – the new Local Government Act (2002) which emphasises sustainable development of communities. The data across the three cases was analysed using principles of grounded theory and critical hermeneutics. Analysis reveals how various kinds of institutional pressures (engulfing cultural-cognitive, regulative and normative institutions connected with sustainable development) confront different stakeholders with varying intensities. Those pressures influence stakeholders to become involved in and commit to such collaborations. And as stakeholders participate in such processes, they are shown to engage with one another rationally and emotionally, and with different conceptions of time. The collaborations thus can be characterised by a complex fusion of rationality, emotionality and temporality. On the one hand, multi-stakeholder dialogic collaborations stimulate learning, facilitate relationship building and build social capital for implementing sustainable development. They thus prove themselves as potent governance mechanisms that can help to institutionalise sustainable development. On the other hand, multi-stakeholder dialogic collaborations for sustainability are highly messy, unpredictable, paradoxical and conflict-ridden processes of stakeholder engagement. They are shown to suffer from three major problematics: problematic of misunderstandings; problematic of stakeholders’ emotions; and problematic of stakeholders’ time. They thus, ironically and paradoxically, are also problematic solutions for sustainability.

The focus of this research is the construction of a shared vision for the environment. Specifically, the purpose of this research was to examine the construction of shared vision between different rhetorical communities for the Lake Omapere Restoration Project. In this investigation, I applied Bormann's (1972; 1983) symbolic convergence theory to the communication processes of the Resource Management Act (1991). The intended outcome of this research was to gain further understanding of the communication processes in place within the Resource Management Act 1991 in order to foster a more holistic, bicultural approach for the development of Aotearoa New Zealand*. My premise was that shared understanding through storytelling could be a useful tool for producing equitable bicultural environmental decisions. This research is concerned with how that shared vision is created rhetorically. It is based on the theoretical understanding that language constructs people's social reality (Escobar, 1996; Pearce, 1989). The literature review established that people make sense of the material world through language, deep emotional connection to the land and decision-making processes. This discussion of the different ways people come to view the material world provided the background for the central research question. The primary research question that guided the investigation was how do different rhetorical communities construct shared vision for the environment? In order to answer this question data were collected using archival records retrieved from the Northland Regional Council. The analysis of the data involved the application of Bormann's (1972; 1983) symbolic convergence theory to the construction of shared vision for the polluted condition of Lake Omapere in Northland. The fantasy theme analysis of the texts revealed two fantasy themes personifying Lake Omapere: first, the story of the dying lake, followed by second fantasy theme of the salvation of the lake. These two fantasy themes provided the rhetorical ground for the evolution of shared rhetorical vision for the restoration of the wellbeing of Lake Omapere. Following Bormann (1972; 1983), the study showed that symbolic convergence theory accounts for the irrational as well as rational aspects of positive collaborative action for the environment. This research has contributed to knowledge by showing that Bormann's (1972; 1983) symbolic convergence theory is a useful framework for explaining the process by which different rhetorical communities construct shared vision. The fantasy theme analysis approach was specifically designed for this research. Burke's (1966) "hexed" pentad was used in the initial stages of analysis to determine the elements of the fantasy themes. This study showed that construction of shared vision encompasses at least three forms of communication: consciousness creating, raising and sustaining. The study also contributed further questions as to the nature of the resulting shared vision. This study shows that the democratic dialogue that is produced from sharing stories can result in justice. The emergence of shared vision produced a new reality and an altered worldview where kaitiakitanga** has become a crucial focus for the future of Lake Omapere. The restoration of the wellbeing of Lake Omapere through establishing kaitiakitanga is now a rhetorical reality and will shape future decisions made regarding the management and restoration of the lake. The implications involved with incorporating the indigenous spiritual relational perspectives in legislation are a crucial concern for environmental decision-making both locally and internationally and further application of symbolic convergence theory research in this area is recommended.* Aotearoa New Zealand combines both the Māori and English names and is used in this thesis to acknowledge the bicultural intention of environment resource management.** Stewardship.

The potential role of local government in NSW to address public health nutrition issues has received encouraging reports. This treatise deals with the question of whether intersectoral collaboration theory is useful to assist development of a relationship with local government to develop food and nutrition policy. Intersectoral collaboration theory describes six conditions necessary for successful action: necessity, opportunity, capacity, relationships, planned action, and sustained outcomes. The project was a feasibility study carried out in a densely populated and multicultural local government area in Sydney�s southwest during April 1998. Eight Council employees and one elected representative were interviewed using the semi-structured questionnaire to collect a range of opinions and knowledge about Council�s involvement in a food and nutrition policy. Conceptual frameworks for the study included the Ottawa Charter and the food and nutrition system. Theoretical underpinning�s were provided by intersectoral collaboration theory and organisational change theory. Using intersectoral collaboration theory, analysis of the interviews revealed that participants were very concerned with conditions of necessity, opportunity and capacity to develop food and nutrition policy. Intersectoral collaboration theory correctly predicted that the action proposed would have to assist Council to achieve their core business, gain social and political support and be possible within the current economic environment and level of other resources available. Participants were not able to identify how a food and nutrition policy would meet these conditions and be feasible within the current capacity of the organisation, and therefore did not become fully engaged in the feasibility study. The health sector needs to develop arguments for local government involvement from their perspective. Organisational change within the heath sector is required to develop capacity for intersectoral partnerships, as an effective strategy to address public health nutrition issues.

Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research – Complementary Explorative Data Analysis (CEDA) – was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.