Visual information allows us to experience concepts in a way that is analogous to the real world; an image represents the semantic meaning of a concept and does so without conforming to the structural or syntactic rules of standard language. Drawing is therefore an agile form of communication, able to maneuver around barriers that impede the exchange of ideas between one profession and another where the difference in cultural dialects gives rise to translation complications. This thesis argues that the value of visual information lies not in the final, finished images, but during the creation of those images, during the action of drawing. If drawings are generally considered a form of communication, then drawing is a form of visual conversation; much like spoken language, its message unfolds as it is performed, and we make meaning from that performance. Following an exploration of the visual and cognitive systems integral to interpreting visual information, a discussion of language structure and sources of language conflict sets the stage for employing the act of drawing as a collaborative tool in cross-disciplinary settings. Proposed is a set of principles guiding this use of drawing which builds upon the research findings herein. These principles are structured to be usable by all professions, regardless of artistic background or traditional practice, and to encourage a reevaluation of drawingâ s role in the problem-solution process. / Master of Science

This dissertation explores implications about teacher inquiry group (IG) practices through the representations of achievement gap (AG) discourses. The study draws from the challenges, struggles, and accomplishments of a middle school inquiry group of teachers and staff that worked collaboratively, as an institutionalized practice, with the intention to develop recommendations for closing the AG. After five years of collaborative work, the group did not get to develop an action plan. This longitudinal, ethnographic, qualitative study unveils multiple and contested representations of AG discourses and unpacks three assumptions about teacher inquiry group practices as a strategy for institutional and/or individual change: (1) that the group can resolve the issue at task; (2) that members embody the role of researchers; and (3) participation in the group can provide opportunities for transforming discourses. Critical discourse analysis provides the lens for analyzing four years of data collection: field notes, audio and written records from monthly sessions, written feedback and reflections, as well as interviews. My dual role, as member and teacher-researcher, and the use of CDA allowed me to identify critical moments. I describe critical moments as instances in which discourses of AG changed, reproduced, but not necessarily transformed. The analytical tools facilitated intertextual and discourse meaning connections. Data analysis indicated relevant findings: that the inquiry group provided opportunity for discourses to reproduce and change; that critical moments provided possibilities for transformation; that members did not always recognize these moments for which transformations may have eluded them; that inquiry groups have the potential to be a transforming intuitional practice. In general, findings suggested the need for structures that support, encourage, and engage members in "Self" reflection praxis for personal, and collective transformations, if the status quo is to be interrupted.

The purpose of this study was to examine the impact of a three-year Professional Learning Community (PLC) staff development initiative that took place in a suburban school district in Connecticut. An operational definition for PLCs was developed. This definition may prove beneficial for future research on PLCs. A comprehensive review of the current literature base was conducted, including the detailed examination of one earlier literature review (Vescio et al., 2008) and six empirical studies which examined the relationship between PLC-like initiatives and student performance. The present study builds upon the relevant literature base, specifically by attempting to determine the relationship between teacher collaboration and two dependent variables: changes in teachers’ instructional practice and student achievement outcomes. In addition, the study considered the relationship between the support provided by administrators to PLCs and student achievement outcomes. Achievement outcomes were measured by performance on Connecticut’s annual standardized assessments. Correlational and multiple regression analyses were conducted to examine the relationships between the variables. Survey data viii were drawn from a sample of 325 teachers, while student achievement data were drawn from a sample of approximately 2,270 students. A modest, statistically significant relationship was noted between administrative support for PLCs and student performance in both reading and writing. No statistically significant relationships were observed between collaboration and student achievement outcomes. A significant relationship was noted between collaboration and changes in instructional practice as measured by responses on the survey instrument. In addition, the interaction of teacher collaboration and administrative support served as a predictor for student performance in both reading and writing, suggesting that optimal learning occurs when teachers in PLCs collaborate at high levels while simultaneously receiving strong administrative support. The study concludes with a discussion of the implications of the findings for policy, professional practice, and future research on the topic of PLCs.

Due to the COVID-19 pandemic, the working remote setup has become the norm for many employees worldwide, who have been struggling to adjust in the new ways of working and collaborating with their colleagues remotely. The recent remote setup swift has impacted their productivity and collaboration either positively or negatively. Through this thesis, we try to identify the main factors that have impacted these two values, according to previous research, and identify new ones. In terms of methodology, an online survey has been conducted in order not only to rate the significance of each factor that was reported in previous research during the pandemic years but also to understand in which way they have affected these two values. Any additional factor that had not been identified through the literature review but was reported on our survey, was collected and documented. The results of the survey have been outlined and analyzed, taking the infographics into consideration and afterward, by using the average of the Net Promoter Score values as well as by using Regression Analysis models. From the statistical methodology used, the most significant factors were identified, such as the dedicated workspace, employee empowerment, social bonding with other colleagues, etc. Besides, the majority of the factors documented through the literature review seem to be consistent with the findings of the survey. Given certain limitations of the master thesis, due to both time constraints and certain samples (177 respondents), we encourage the additional factors documented through the survey, to be further investigated as part of future research. Moreover, the personality traits could be taken into consideration as well as examine the role of leadership and how it could affect both productivity and collaboration. Finally, another aspect that could be considered as part of future research is diversity and how this impacts productivity and collaboration, as well as other political or social factors.

The purpose of this research is to see how Integrated Project Delivery (IPD) principles and practices can be used on high end custom residential construction projects to increase the collaboration and efficiency of the project team. A case study was conducted on a custom home project to observe how and what IPD principles were used. Observations, interviews and a survey were used as part of that case study to gain insights. This research found that IPD principles and practices could be used on residential projects. In addition, the research found that those involved found the experience positive and beneficial to their success on the project.

The broad purpose of this dissertation is to enhance the quality of managerial decisions through evidence-based management. Specifically, it raises three key questions: What is evidence? What are the attributes of knowledge that can facilitate informed decision making? How can such knowledge be generated? To answer these questions this thesis proposes a theory of evidence, suggesting that the strength of evidence is contingent upon its methodological fit, contextuality, transparency, replicability, and consensus. A model of evidence-based decision making is offered that explores how managers’ judgment, experience, and personal values along with the values of other stakeholders, contextual factors, and ethical constraints, may affect the decision process. Moreover, this thesis argues that in order to foster evidence-based management practice we need knowledge that is rigorous, relevant and actionable. To this end, a theory of actionability is proposed, and an empirical study is conducted to determine the attributes of actionable management knowledge. Based on the study, an actionability index is suggested. Evidence that is actionable requires sustainable collaborative effort to produce, curate and communicate. To accomplish that a theory of evidence-based collaboration is proposed. This theory conceives the collaboration as an independent organization that oversees the process of bringing rigour, relevance, and actionability together, and provides an interactive platform for producers, arbiters and users of management knowledge to communicate and collaborate. A template, guided by the theory of collaboration, is designed to produce systematic reviews that are useful for management practice. / Dissertation / Doctor of Philosophy (PhD)

This study investigates collaboration among teams within large technology organizations and its impact on achieving organizational goals. The central question is: "What factors significantly influence collaboration between different teams in large technology organizations?"The study conducts an extensive literature review and presents a theoretical model encompassing critical factors such as clear mission definition, strategic alignment, senior management involvement, a supportive climate, team empowerment, and formal processes.Clear research objectives guide researchers in selecting appropriate methods. When objectives are subject to ongoing revision, qualitative methods are suitable. This study, based on a literature review, offers a theoretical model to explore the impact of factors like senior management's clarity, strategic alignment, champions, team support, empowerment, and integrative processes on collaboration. Semi-structured interviews, for qualitative analysis, were used for data collection, involving middle and high-level managers from two selected companies in England and Sweden.The findings highlight the importance of effective communication, alignment of objectives, and managerial leadership. Leadership changes disrupt coordination efforts, emphasizing trust-building during transitions. A supportive environment and team empowerment are crucial for collaboration, but the balance of decision-making flexibility varies. Integrative processes were not seen as significant drivers.The study underscores the central role of senior managers in shaping collaboration. They influence mission clarity, alignment, communication, empowerment, atmosphere, and processes, contributing to effective teamwork.In summary, this study reveals the multifaceted factors influencing collaboration among diverse teams in large technology organizations, emphasizing the pivotal role of senior managers.

This document aims to add diversity to advanced violin repertoire being taught and performed. Specifically, this project revives late German Romantic composer Robert Kahn (1865-1951) and argues for his violin sonatas to be included in standard violin repertoire due to their immense pedagogical wealth. Kahn was a prolific composer and left behind a large collection of pieces including twenty-five chamber works, the majority involving string instruments. Yet Kahn is rarely performed and hardly known to modern violinists. His works embody the late Romantic style in their expression, harmony, form, and drama and deserve renewed recognition. This document narrows its focus to Kahn's Violin Sonata No. 1 in G Minor, Op. 5 and provides an extensive pedagogical guide for violinists. The guide includes chapters on both collaborative and technical challenges that exist within this piece. The collaborative chapter offers guidance and suggested rehearsal techniques for both instruments regarding balance challenges throughout the first movement. The technical chapter provides exercises for violinists on how to approach several difficult passages within the first and third movements. This project includes an interview conducted by the author with Julia Bushkova and Arsentiy Kharitonov, the first artists to record all three Kahn Sonatas. The transcript of this interview is included in Appendix B of this document.

This essay aims to study the cooperation between the municipalities Linköping and Norrköping. The two municipalities, located in the county Östergötland, have been working with the aim to be looked upon as the fourth metropolitan area in Sweden. The collaboration has been inprogress since the beginning of the 21st century. Before that the municipalities have been in rivalry with one another about which city is the biggest in Östergötland. To study this relatively new collaboration I have performed interviews with four officials in the municipalities, two planners and two business managers about how they cooperate, what the purpose is and what the goal with the collaboration is. The officials presented what they consider to be the strengths, weaknesses, opportunities, and threats in the spatial context that could influence the development towards an integrated region. The officials were all positive to the collaboration and explain that the municipalities are much stronger and attractive together for both residents and businesses. With the new railway Ostlänken the connection between the two municipalities city centers as well as the big city regions Stockholm, Gothenburg and Malmö will be better which will be profitable to the development in this region. To be regarded as the fourth big city region in the country, there are certain qualities that the municipalities need to have. The integration between the cities and the identity of the region needs to be clearer and more developed. The future for the region is bright if the municipalities can keep up the dialogues and have a common alignment.

In this thesis, the focus is to enhance our understanding of the collaboration process within film music production, with the intention of applying this knowledge to music education. Data were collected through video observations and analyzed using Biasutti's (2018) theory and thematic analysis. The results reveal that collaborative film music production comprises five key themes, initially derived from Biasutti (2018). However, modifications to these themes emerged as a result of the study's application in a music production scenario rather than a compositional scenario. The identified themes are experimenting, listening/evaluating, constructing, recording, and sound design/mixing. The results show that these various themes are interwoven in different ways. Together, they intricately shape the collaborative process of music production. The interplay between experimentation, listening/evaluating, constructing, recording, and sound design/mixing underscores the depth and complexity of collaborative music production.