We trace the process of relationship development of the CEO¡]Chief Executive Officer¡^and CIO¡]Chief Information Officer¡^in one company in Taiwan over a 8-year period. In the process of corporation information technology makes policy and information system implementation, the both of change agency CEO and CIO can lead IT/IS project to successful or failure. Exploring the trust relationship building of process between CEO and CIO in the case, we hope provide research benefits that why or how to result in success or failure that a corporation information technology makes policy and information system implementation. In this research we use the process research model methodology that developed by Daniel Robey and Michael Newman in 1992 year and 1996 year, identify the 26 sequences events process in the AACL company¡¦s CEO/CIO for over 8 years, and define them as either encounters or episodes. We enrich and understanding the process of form of CEO/CIO trusts relationship, and other special phenomenon when an organization process information technology or information system changes. We use the change agentry for our exploring perspective, to analyze and theoretical argue the evolution of change agency¡¦s technological frames¡Bthe form of process of CEO/CIO in trust community¡Borganization¡¦s senior and junior staff in opposing phenomenon when organization changing, and how to build a model in champion or title of CEO/CIO. We conclude that the CEO and CIO, them as play a multiple change agency of role for driving organization¡¦s changing, however, the multiple change agency between CEO and CIO must go through an interact process for each other, they are sufficient building a robust trust relationship, let company¡¦s business benefits and technology benefits are really integration. This is my research why emphasize the important view that the multiple change agency CEO/CIO are need has a sufficient building robust trust relationship when organization process the information system changing.

Sustainability has become a buzz word of our time, although our developed world community is still coming to terms with what the word really means. Universities and polytechnics in Aotearoa New Zealand will have to change in many ways before sustainability can be considered to occupy a meaningful place in the tertiary education sector. However the change process that sees an organisation moving towards sustainability is complex, and agency for change can be considered on many different levels including the individual identities of staff and students, the identity of managers, and the programme and wider organisational identities constructed by the communities that comprise them. This qualitative research explores education for sustainability within the context of outdoor education using the Bachelor of Adventure Recreation and Outdoor Education (BRecEd) at the Christchurch Polytechnic Institute of Technology (CPIT) (the programme into which the author teaches) as a case study. Participatory action research forms the overarching methodology for a multiple method approach to data collection. The research leans heavily on the lived experiences of staff and students within the programme, is woven with my own reflections, and incorporates many examples of students’ work. The weaving together of these experiences grounds the research and helps bring theory to life. The research reveals the complexity of change towards more sustainable ways of practising outdoor education in an organisational setting. It explores the tensions that are encountered and mechanisms that have allowed for staff and students to engage in education for sustainability in a more meaningful way. The key themes of the research explore the intersection of identity construction processes and change agency, and it is argued these processes are inseparable for those concerned with organisational change towards sustainability.

abstract: The purpose of the study is to examine how professional growth is sustained over time through exploring a teacher’s narrative of personal and professional growth. The central question of this dissertation is: What creates sustainable and continuous positive professional change and growth in a teacher’s professional life? In this study, I discuss my journey towards understanding my practice while teaching a collegiate course and the implications of my journey for continual professional and personal growth. I used self-study methods to interrogate the personal, professional, and contextual experiences that shaped my thinking about teaching, learning, and my practice. The process of reflection was prompted by various data sources, including journal entries, storytelling, memory work, an experience matrix, concept-mapping, and education-related life histories. This self-study also includes action research projects that I conducted while teaching a college course over seven semesters. Data for action research projects included student reflective writing, observations of their learning, video recordings of group project meetings, and student value-creation stories. Through reflection on how my personal, professional, and contextual knowledge of teaching developed, I examine how the values I held, the inquiries I undertook, and the communities in which I engaged affected my learning about teaching and shaped both my continuing professional development and who I am becoming as a teacher. Values that emerged in my teaching practice included: creating a student-friendly learning atmosphere, building a learning community, and being a reflective learner. Change agency functioned as a teacher lens and impacted student learning. I also analyzed patterns between my instructional plans, actions, and learning experiences in multiple professional communities. Professional and personal development relied not only on formal learning but was also promoted by informal learning opportunities and a personal learning process. Findings suggest that teachers’ attempts to engage with external resources and awareness of their personal orientations as internal resources appear essential for sustainable change in teaching practice. Teacher professional growth requires exercising positive personal qualities, such as confidence, compassion, and courage, as well as resilience as an educator and a lifelong learner. Teacher reflection and self-study play a pivotal role in enabling teachers to sustain professional growth. / Dissertation/Thesis / Doctoral Dissertation Music Education 2020

The present thesis deals with the playful exploration of fermentation as a practice of care. Fermentation has a lot of positive impacts and can be seen as a practice of care in relation to human self-care, caring with human others, relationships to non-human beings, like microorganisms, and caring with the planet Earth. Based on the question ‘What can game design do to explore fermentation as a practice beyond human (self-) care?’ I developed an Online Fermentation Game. The game functioned as a conversational framework to explore together with co-creators the possibilities of more careful and sustainability-oriented food practices on the example of fermentation. The game involved the step by step and hands-on fermentation of fruits and vegetables while exploring the complexity of care in relation to fermentation.  With this project, I aimed to offer a co-learning space to explore together with co-learners the possibilities of more careful and sustainable food practices on the example of fermentation in a playful way. To create a dialogue about more than human care in relation to food, in particular fermentation. To inspire the co-learners to question their relationships around food and discover which actors to care with. Beyond this project and in a larger context, I aim for a paradigm shift from the individualistic human benefit towards a notion of more than human care. This shift can make a huge difference regarding a more sustainability-oriented future of food. With this thesis project, I strived to make a small contribution to this long term vision. Starting from the human need for healthy food, the blind spot of acknowledging fermentation as a sustainability-oriented practice beyond human care, that the majority of other fermentation workshops is missing, was explored in a playful way. The global Coronavirus (COVID-19) pandemic that this project happened to be situated in challenged me in creating a safe and comfortable co-learning space. Therefore, this project focused on creating a digital- and home-based game experience. To hand over, other design practitioners and change agents can apply and transform the game as part of their fermentation projects. On a broader perspective, the concept of this explorative design game can be adapted inside but also outside the food sector. The project serves as inspiration for a playful and at the same time careful approach to design and change-making. Moreover, it shows an example of shifting community spaces provoked by crises.

Using a Social Constructionist lens, this study gathers fresh empirical data on the experience of a “Mature Student”, examining its multiple constructions, both objective and subjective, within the context of a Scottish Ancient university. For six centuries, Ancient universities have held expectations that incoming students will adjust to fit the autonomous institutional culture. However the expansion of Higher Education in 1992 has introduced changes in legislation and funding which have shifted the onus of that adjustment to the organisations themselves. This study is placed at the fundamental core of the tension between an institution struggling with the changing nature of its purpose and non-traditional students with changing expectations. Through analysis of daily journals and semi-structured interviews with 16 students and 12 staff, it explores the interpretations which both sets of actors take from student/institution interaction, and does so with respect to the student’s holistic life context rather than viewing only the learner role. Particular emphasis is placed on the losses and gains from the experience, including examination of what a degree symbolises in personal, fiscal and psychological terms. Based on a synthesis of literature reviews and empirical data, the study categorises the Mature students into three groups according to experiential themes within the student journey, drawing out theoretical and policy contributions from the process. Although mismatches are shown to exist between student and staff expectations of institutional purpose, a contemporary, and valid, role for the Ancient institution is outlined in terms of developing individual agency.

This is a study about the identity work of managers working for sustainable enterprises. Contrary to CSR managers who are constantly managing tensions between achieving social and environmental goals while working at a company whose aim is to maximise profits, the identities of managers working for sustainable enterprises, do not indicate that they are experiencing contradictions between sustainable and commercial discourses. We show how the managers' self values and beliefs are aligned with their role and the organisational goals of the company. These managers, above all, focus on facilitating sustainability and use commercial and economic tools to reach their goals. In addition, our study shows a dominant theme of self- actualization that surrounds and influences the managers' identities. Drawn by the sustainability field, these managers seem to have found in their workplaces, a perfect platform to fulfil themselves. Finally we show how these managers become political actors directing their actions towards changing systems in society. We argue that our findings can be an example of a broader shift towards sustainable discourses in businesses, where we can also see reflexivity gaining ground as a form of managerial practice in organisations. We suggest that there can be hope found in these new organisations, and that it might be possible to strive towards social, environmental and economic goals at the same time.

This thesis explores the Predicament of the Learner in an age during which an emergent Participatory Culture supported by networked computers is converging or colliding with a top-down Culture Industry model of education associated with centralised control and traditional learning media. Two case studies explore attempts to use advanced E-learning tools, the Learning Activity Management System (LAMS) and Revolution (a multiplayer role-playing game) to mediate learning activities in the digital classroom. Both reveal the shifting locus of agency for managing and regulating learning and identify a need to understand how learners are creatively appropriating a range of digital media to advance self-directed learning agendas. The main study, The Agency of the Learner in the Networked University, develops these insights through a cognitive anthropology, informed by post-Vygotskian theory, focussed on the digitally mediated practices of 16 post-graduate students who enjoyed unrestricted access to the Internet from their study rooms. The findings chapters explore i) learners designing personalised learning environments to support advanced knowledge work; ii) learners creatively appropriating web-based digital tools and resources for course related study and self education; iii) learners cultivating, nurturing and mobilising globally distributed funds of living knowledge; iv) learners breaking away from lifeworld communities and learning with others in online affinity spaces; and v) learners seeking out opportunities to bootstrap themselves towards the actualisation of a projective identity through serious play in virtually figured worlds. In each case, an attempt is made to innovate conceptual tools that can help us to identify and conceptualise the New Media Literacies (conceived of as expert-like digitally mediated practices) required to exploit the full potential of new media as a resource for course related study, independent learning and self-education.

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This thesis is an ethnographic account of social change, triggered by the civil war in Nepal (1996-2006). Based on an ethnographic fieldwork in the village of Thabang, the war-time capital of the Maoist base area, this thesis explores the transformative impact of the conflict on people’s everyday lives and on the constitution of key hierarchies structuring Nepali society. Rather than focusing on violence and fear – the commonly researched themes in warzones – the thesis examines people’s everyday social and embodied practices during the war and its aftermath, arguing that these remain central to our understanding of war-time social processes and the ways in which they shape the contours of post-conflict society. By focusing on mundane practices – such as meat-eating and alcohol-drinking, raising livestock and worshipping gods – the thesis demonstrates how change at the micro-level is illustrative of a profound transformation in the social structures constituting Nepali society. Theoretically, the thesis seeks to understand how the situation of war re-orders society: in this case, how people in the Maoist base area interiorized formerly transgressive norms and practices, and how these practices were normalized in the post-conflict environment. The research revealed that much of the change triggered by the conflict came as a result of the ‘exceptional’ times of war and the necessity to follow ‘rules that apply in times of crisis’. Thus, in adopting transgressive practices during the conflict, people were responding to the expediency of war-time rather than following Maoist war-time policies or ‘propaganda’. Furthermore, while adopting hitherto unimaginable practices and making them into habitual action, people transformed the rigid social structures, without necessarily intending to do so. The thesis puts particular stress on the centrality of unintended consequences in social change, the power of embodied practice in making change real, and the ways in which agency and structure are mutually constitutive.

This project proposes and uses co-creation design methods, a design approach based on allowing users to play a design role; by creating a project. The design process comprises design specialists and participants from various specialties and ages, then finding common ground and interests to develop a future work plan. Collective creation designers can provide tools and workshops to support and develop a fledgling community initiative that works within design and change. After the Syrians were exposed to a movement towards world countries, forming a diaspora condition within their families and host societies. This project was implemented in January 2021, with two collaborating students of the Bachelor of Design + Change at Linnaeus International University in Sweden, titled ‘’Syrians of The Diaspora’’. The project deals with collective creation in addressing issues to which immigrants are exposed, several issues that cause feelings of despair, and loss of creative value, influenced by their neglected skills and life experiences. To create a ‘’vocational cultural knowledgeable club’’ in the host country that employs their skills and presents them to the host community, facilitating integration plans.