Progressing sustainability requires a more networked approach to governance—an approach that connects otherwise segmented policy areas and fosters greater communication among governments, stakeholders and citizens. Of particular importance is the development of discursive spaces in which diverse actors are able to explore the differing knowledge, perspectives and values raised by the challenge of sustainability. This thesis develops the notion of transactional space to bring into focus the processes of reflection, dialogue and mutual learning that effective sustainability discourse involves. In the first part of the thesis I review literature on the theory and practice of participation, deliberation and collaboration, giving particular attention to the ways in which these processes have potential to create space for a depth of exchange and enable participants to engage with the tensions inherent in complex policy issues. While many authors point to the importance of negotiating difference in these processes, the literature reveals that, in practice, this type of exchange tends to be overlooked or underdeveloped. I therefore argue in this thesis that critical, reflective dialogue plays a key role in generating greater understanding among participants, more comprehensive understanding of policy issues, and more integrative and shared approaches, and for these reasons must be actively developed. The case study in the second part of the thesis explores this concern for developing reflective exchange in practice. The formation of the Western Australian Collaboration in 2002—a partnership of non-government organizations from a range of social and environmental perspectives committed to ‘a just and sustainable Western Australia’—represented an opportunity to examine the development of participatory and collaborative processes for sustainability. The thesis presents a case study of the WA Collaboration’s development over 2002-2006 to illustrate the potential such networks and open forums offer for transformative exchange around sustainability. It describes the intensive process conducted with the Steering Committee to cultivate a culture of reflection and learning in the organization, and the practical initiatives the process helped to generate. The thesis concludes with a discussion of the lessons learnt and key principles and practical considerations relevant to fostering transactional space. The WA Collaboration experience and the review of literature reveal a tendency in practice to privilege action and outcomes over reflection and learning. Furthermore, despite the necessity for a depth of engagement with complex policy issues, funding systems and policy environments often fail to allow the time and resources needed to support genuine dialogue and collaborative work. The thesis provides the concept and principles of transactional space as a means of helping to address this imbalance. They are designed to encourage practitioners to create opportunities for critical, reflective dialogue in a range of deliberative settings.

Thesis (Ph. D.)--University of Melbourne, School of Fine Arts, Classics & Archaeology, and Cinema Studies, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 389-436).

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Bibliographical references: leaf [359]-377.

Thesis (M.A.)--Miami University, Dept. of History, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 50-52).

Thèse (M.Sc.)--Université Laval, 2008. / Bibliogr.: f. 135-146. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph.D)--Strategy and Entrepreneurship, Georgia Institute of Technology, 2009. / Committee Chair: Thursby, Marie C.; Committee Member: Barke, Richard; Committee Member: Rothaermel, Frank T.; Committee Member: Singhal, Vinod; Committee Member: Thursby, Jerry G.. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (Ph. D.)--Stanford University, 2000. / Includes bibliographical references (leaves 228-241).

The aim of this study is to explore how agencies in Gävleborg operate and collaborate in cases concerned with trafficking for forced labour. The study also aims to investigate the agencies employees’ perception of how the collaboration affect the result of their work. The collaboration in Gävleborg is an interdisciplinary collaboration which the social services is a part of. Since the authors of this study are students of the social work program, the social worker’s role has naturally been reflected and slightly more focused on. The theories used in this study are team typology and influencing factors. The theories provides an explanation of how different professions work together and what factors influence their work. By doing semi-structured interviews with five employees from different collaborating agencies the authors have found out more about the collaborative work done in Gävleborg and the perception the employees have of the collaboration. The result shows an overall positive attitude towards the collaboration and that the interdisciplinary collaboration contributes to a developed work process that benefit the victims of trafficking for forced labour.

abstract: This study was designed to capture the conversations and practices of seven educators who navigate teaching and learning decisions in their Title 1 elementary school. This case study was conducted to answer the research question, "What are the behaviors and practices of a newly formed collaborative team of educators working within a professional learning community (PLC)?" In order to understand how this collaborative team worked together, data was collected through a survey, interviews, focus group discussion and questionnaire, observations of collaborative team meetings and artifacts generated from the team's work. The findings revealed that (1) participants spent the majority of their collaborative team time focusing on how to best prepare students for district and state standardized assessments; (2) teachers described themselves as learners who look to their colleagues to enhance their knowledge and skills; (3) members of PLCs need dedicated collaborative time to ensure all students and adults in the organization learn at high levels; (4) discussing and using student learning data can be difficult; (5) educators gravitate to colleagues who have similar philosophies and beliefs and (6) PLCs need supportive district, school and teacher leadership to accomplish their goals. This research study provides validation that the PLC process is a complex process of professional development designed to support school reform in an era of increased school accountability. The recommendations for school leaders are to create supportive leadership structures that allow all students opportunities to learn, build trusting environments, and provide clarity and focus of the vision for all stakeholders. District leadership needs to establish a priority for PLC work by embedding the processes in the vision, mission and goals of the district, examine policies to ensure they support the concepts of PLCs, provide access to resources and create a forum for critical conversations about teaching and learning. Policy makers need to ask the right questions so that they can design appropriate accountability systems that encourage collaboration. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011