Early phases of Kolomoki’s occupation have been characterized as relatively egalitarian, with little evidence for status differentiation. However, patterned variability in lithic raw material use and intensity of production in domestic areas suggests heterogeneity in the community at multiple scales. In light of Kolomoki’s emphasis on communal ceremony, internal divisions between groups of households highlight the tension between public and private expressions of status and social solidarity. New radiocarbon dates from the southern margins of the village have allowed us to assess the contemporaneity of this pattern, and by extension, the chronology of village aggregation.

This thesis explores the findings of a diachronic analysis of three lithic assemblages from Quadra Island, British Columbia. From this, insights flow about the genealogies of technological practice and communities of skilled practitioners who inhabited the study area throughout its deep history. I use qualitative and quantitative methods including macroscopic lithic analysis, thin section petrography, X-ray fluorescence spectrometry, and morphometrics to operationalize these theoretical foundations. This suite of complementary methods and theory weaves a narrative of technological change alongside simultaneous continuity for hundreds of generations of human life. I argue this is evidence of the dynamic, sophisticated, yet enduring knowledge and practice of the inhabitants of the Discovery Islands throughout their deep histories that persist in the present. / Graduate / 2019-04-16

The ceramic assemblage from previous excavations at Crystal River (8CI1), a Woodland period mound center on Florida’s west-central coast, exhibits variation in temper and surface treatments indicative of distinct pottery traditions and, perhaps, social groups. I analyzed ceramics from recent, better controlled excavations at Crystal River and the neighboring and partially contemporaneous site of Roberts Island (8CI41), using the theoretical framework of communities of practice to evaluate this claim. Analysis suggests that while some degree of diversity in paste was maintained through all four phases, there was greater homogeneity of paste, as well as more mixing of paste categories, during Phases 2 and 3. The former was an interval marked by intensive settlement at Crystal River, and the dominance of limestone tempered pottery suggests the emergence of a common, locally-based pottery making tradition. A switch to sand as a tempering agent in Phase 3 probably reflects greater dispersal of settlement, and specifically a shift to the occupation of coastal islands. Trends in surface treatments may also appear to reflect changes in settlement, although the pattern here is less straightforward owing to broader trends in ceramic decoration. The vast majority of pottery in each phase is plain, but plain pottery is particularly dominant (and the diversity of surface treatments correspondingly low) during the peak in settlement in Phase 2. As with temper, this may suggest that pottery making practices converged, as initially disparate groups lived together in closer proximity, perhaps creating a common social identity. As settlement became more dispersed in Phase 3, pottery making traditions again became more diverse. This perhaps reflects increased isolation of households, although it no doubt also stems from a regional trend toward more variety in ceramic decoration. In Phase 4, plain pottery again became dominant, a trend typical of the terminal Late Woodland. In general, the analysis suggests that temper and surface treatment track changes in settlement, and thus might be reasonably inferred to also track the extent to which potters shared pottery making practices, and perhaps social identities. Communities of practice thus provides a useful framework for understanding how social identities are expressed through technological and stylistic practices.

Abstract This research deals with the strengthening of work-life cooperation in secondary vocational music education leading to basic qualification. The starting point is to examine students' and professional musicians’ action processes in workshops based on a new kind of cooperation in on-the-job learning and to evaluate their suitability to arranging on-the-job learning. The original publications are joined by the framework of sociocultural learning. The purpose of this research is to add understanding about realizing work-life cooperation and learning produced in workshop action in the education of musicians. The pedagogical purpose is to open paths to planning and availing of problem-based learning in on-the-job method which adds to the learner´s involvement. The research is a qualitative case study comprising the total of 143 students and several teachers in the Conservatoire in Oulu and a few professional musicians. The research material (original publications I-III) consists of structured questionnaires, namely: a) students' workshop plans and learning objectives written before the workshops, and b) the written reflective reports after the workshop experiences. The research data was dealt with a theory-based contents analysis. The data was transcribed and tabulated according to a Finnish meta-study categories of learning obstacles and promoters. To widen his understanding of the workshop method the researcher acted as a participating observer in the workshops of Conservatory teachers and professional musicians (6 workshops) the results of which were reported in the original publication IV. The research results show that acting as a musician in a workshop supports learning professional skills and the key competences of lifelong learning. From the pedagogical viewpoint workshop action 1) emphasizes the learner's initiative and taking responsibility, 2) offers work environments typical of music field, 3) builds the action on problem solving and interaction, and 4) changes the role of a visiting professional musician from a source of information and the demonstrator of the “right” performances to a fellow musician. The challenge of vocational teachers is to develop their pedagogical competencies especially in the designing and coordinating learning environments that support students´ learning broadly. This research will bring a new, concrete viewpoint to the planning and implementation of work-life cooperation. / Tiivistelmä Tutkimus käsittelee työelämäyhteistyön vahvistamista musiikkialan perustutkintoon johtavassa toisen asteen ammatillisessa koulutuksessa. Lähtökohtana on tarkastella opiskelijoiden ja ammattimuusikoiden uudenlaiseen yhteistyöhön perustuvien työssäoppimisen työpajojen toimintaprosesseja sekä arvioida niiden soveltuvuutta työssäoppimisen järjestämisessä. Empiiristä tutkimusta yhdistää sosiokulttuurisen oppimisen viitekehys. Tutkimuksen tavoite on lisätä ymmärrystä työelämäyhteistyön toteuttamisesta sekä työpajatoiminnan tuottamasta oppimisesta muusikoiden koulutuksessa. Pedagogisena tavoitteena on avata suuntia opiskelijan osallisuutta lisäävän, ongelmaperustaisen työssäoppimismenetelmän suunnittelulle ja hyödyntämiselle. Tutkimus on laadullinen tapaustutkimus, johon osallistui vuosina 2003–2011 yhteensä 143 Oulun konservatorion opiskelijaa, lukuisia opettajia sekä ammattimuusikoita. Tutkimusaineisto koostuu (osajulkaisut I–III) strukturoiduista kyselyistä, joita ovat: a) opiskelijoiden ennen työpajaa kirjoittamat työpajasuunnitelmat ja oppimistavoitteet sekä b) työpajan jälkeen tehdyt kokemusten kirjalliset reflektoinnit. Aineiston analyysissä käytettiin teorialähtöistä sisällönanalyysiä. Aineisto litteroitiin ja taulukoitiin suomalaisen työssäoppimisesta tehdyn metatutkimuksen oppimista edistävien ja estävien kategorioiden mukaan. Työpajamenetelmään liittyvän ymmärryksen laajentamiseksi tutkija teki osallistuvaa havainnointia konservatorion opettajien ja ammattimuusikoiden työpajoissa (6 kpl), joiden tuloksista raportoitiin osajulkaisussa IV. Tutkimustulokset osoittavat, että muusikkona toimiminen työpajassa tukee oppimista ammatillisen osaamisen sekä elinikäisen oppimisen avaintaitojen kehittymisen osalta. Pedagogisesta näkökulmasta työpajatyöskentelyssä korostuvat 1) oppijan aloitteellisuus ja vastuun ottaminen, 2) toimiminen musiikkialalle tyypillisissä työympäristöissä, 3) ongelmanratkaisukeskeisyys ja vuorovaikutus, 4) kanssamuusikkous – vierailevan ammattimuusikon muuttunut rooli tietoa jakavasta mestarista ja ”oikeiden” suoritusten demonstroijasta yhtyekumppaniksi. Ammatillisten opettajien haasteena on kehittää pedagogista osaamistaan erityisesti opiskelijoiden oppimista laaja-alaisesti tukevien oppimisympäristöjen suunnittelussa ja koordinoinnissa. Tämä tutkimus tuo uuden, konkreettisen näkökulman työelämäyhteistyön suunnitteluun ja toteutukseen.

Abstract Over the past half a decade, new forms of knowledge sharing, collaboration and online participation have emerged. As a result, a new generation of IT tools are being used for the creation and exchange knowledge. This dissertation uses a knowledge management framework known as the 7C model and applies a multi-method approach to deepen the understanding on how new knowledge emerges with these tools. As the benefits of knowledge are realized when it is applied, this dissertation places special emphasis also on the usability of the knowledge. The results indicate that the knowledge creation sub-processes of comprehension and conceptualization need more scientific attention. In addition, the results suggest that comprehension can be supported by helping users to reflect and by utilizing guideline information. Supporting deeper interaction and improved linking with the existing content, allowing users to stay in a state of flow, and using decision aids can help in comprehension. Conceptualization can be supported through knowledge rationale, metaphors and analogues, decision aids, and by helping users to reach common ground and shared understanding. In order for the knowledge to be really usable, the knowledge creation should aim at producing knowledge in explicit and actionable form. Producing knowledge in the form of guidelines was found to be beneficial for the utilization of knowledge. Guidelines support learning-by-doing and reflection-in-action, which are crucial for the emergence of new tacit knowledge. Evidence-based information and decision aid tools can help in choosing the knowledge that is to be applied. Finally, the results suggest that in the era of Web 2.0, many low-cost experiences inducing constant exposure to knowledge might work better than a few high-cost experiences requiring very deep thinking. The reason for this is that contemporary users seem to be so accustomed to the ease-of-use of Web services that they simply will not use more useful but less usable solutions.

Abstract The purpose of this research is to study knowledge management in the context of organizational learning as a process in communities of practice. The aim of the study is to examine the ways in which knowledge is created and managed, and how organizational learning works as a process in communities of practice in order to offer some further insight into improving and developing the management of knowledge, know-how and organizational learning. Knowledge and learning are at the heart of strategic thinking and success in the new economy. Much of knowledge is embedded in practice, and therefore professions have organized their learning processes in ways that facilitate the learning of tacit knowledge. By supporting learning and knowledge through fostering communities of practice, an organization can generate value for its business, in this case for the supply of effective rehabilitation work. This study is inductive, emphasizing the fit between the grounded theory method and the exploratory case study research strategy. I have deliberately applied both in studying the phenomenon in question, organizational learning. Grounded theory is the inductive analytical approach used, whereas the exploratory case study strategy is utilized as a broader framework for drawing theoretical conclusions from the empirical material describing the organizational case under study. The contribution of this study is both theoretical and empirical. The result is an abstract, refined and enriched picture of communities of practice. The multilevel framework of this study facilitated deeper understanding of the meaning of communities of practice in organizational learning and in managing knowledge and know-how. There exist two different worlds: the world of informal communities of practice and the world of the formal organization which interact with each other in many ways. Communities of practice are often also occupational communities. They perform various functions, but the ways in which these communities are structured and how they operate reveal that they focus mainly on one or two activities. According to the empirical findings, communities of practice are beneficial to the business in various ways, the community itself and to employees. My research highlighted that invisible, socially constructed knowledge has a greater tendency to flow within the case organization in comparison to explicit knowledge. The empirical results show that knowledge management is also inherently in the management of time – time was a critical factor in the efficient creation and sharing of knowledge and know-how. The study developed a substantive framework to describe knowledge creation and organizational learning processes in communities of practice. By focusing on the social processes and seeing organizational learning as a process in communities of practice, I was able to look for new dimensions of learning as well as knowledge creation and utilization as local and emergent processes.

Over the past two decades, the literature on Absorptive Capacity (AC) research has been burgeoning with enormous empirical and theoretical contributions to the field. Yet, there is not much advancement in understanding the internal dynamics of AC and the concept remains a black box in a large body of research. This study aims at contributing to this body of knowledge by examining the development of AC throughout the lifecycle of R&D consortia. In particular, it examines the pre-conditions of AC across its three dimensions corresponding with the phases of consortia: exploratory, transformative and exploitative learning, and investigates the role of disciplinary, organisational, and intra-organisational boundaries in the development of AC.Utilising a case study research strategy, the thesis analyses AC in three R&D consortia in the alternative materials, pharmaceuticals, and aerospace industries and embraces qualitative methods with interviews and documents as its main sources of data. The collected data is analysed through template analysis technique assisted by the NVivo 8 software package. The theoretical contributions of the thesis are fourfold. First, findings indicate that AC is not an exclusively organisational or dyadic capability, but a three-level concept unfolding at the consortium, interface (between consortia and organisations), and organisational levels, and in exploratory, transformative and exploitative phases throughout the consortium lifetime. On that basis, a model for AC in R&D consortia is developed and its underlying learning mechanisms and conditions across levels and phases are discussed in detail. Second, the thesis contends that the development of a shared space which provides the opportunities for participation and development of shared meaning across organisational and disciplinary boundaries in R&D consortia serves a critical role in the development of AC. The characteristics of the shared space and the conditions for its development are specified. Third, by integrating adaptation mechanisms to the formulation of AC, the thesis contributes to understanding of AC as a dynamic capability-a higher order capability to change operating routines and processes. This finding feeds into the argument that AC is both path-dependent, by storing knowledge in routines, processes and artefacts through exploitative learning, and path-breaking, by modifying and changing prevailing processes and structures through exploratory and transformative learning. Finally, the thesis argues that understanding learning in R&D consortia necessitates taking into consideration the effects of disciplinary and organisational boundaries simultaneously. It is argued that organisational boundaries can influence the transfer of knowledge even within disciplinary domains, which challenges the excessive focus of practice-based research on disciplinary boundaries in cross-disciplinary collaborations, calling for further exploration of the role of organisational boundaries within a given disciplinary domain. These theoretical contributions are accompanied by a set of managerial implications for the formation and governance of R&D consortia, as well as policy implications for evaluation of policy interventions in collaborative research schemes.

Philosophiae Doctor - PhD / There has been a global transformation of higher education institutions (HEIs) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEIs in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEI, namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous “unsuccessful” or “incomplete” eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the ‘eLearning Awareness Campaign’ – reflecting on the deployment of a non-coercive approach to the implementation of eLearning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 – December 2006) of the case study. Subsequently, phase 2 (January 2007 – August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond the focus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 – October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated eLearning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that ‘eLearning success’ can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples’ perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices – aligned to research – and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.

The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.

Arts and humanities programming is becoming increasingly incorporated in the medical school, balancing the biomedical paradigm, and nurturing human and emotional qualities and understandings in medical students. Music is often listed among these arts and humanities disciplines; yet there exists an acknowledged gap in the literature pertaining to musical activities and programming in the medical school, despite the prevalence of choirs, a cappella groups, small instrumental ensembles, and musical theatre programs in medical schools. Literature on choirs, musical ensemble, and community music suggests that choral singing can cultivate many of the intra and interpersonal skills that medical humanities programming encourages, such as empathy, cooperation, self-awareness, and human connection. Within the medical humanities, music has been tied to metaphors of “medicine as a performing art” or “the art of listening,” but very little literature exists delving into the actual musical experience of medical students. Drawing from medical humanities, community music, and education theory, and shaped by the metaphor of musical and emotional ‘resonance,’ this phenomenological study explores the relationships between choral singing and medical scholarship. Through semi-structured interviews, the primary goal of this inquiry was to develop in-depth understandings of the experiences of medical students singing as members of a musical community of practice: an extra-curricular medical school choir at a Canadian university. Findings indicate that choir is an informal, non-medical venue where students can engage with their musical identity during medical school; that choral singing can offer a means of stress-relief and creative outlet, mitigating symptoms of student burnout; and that engagement in the choir builds meaningful relationships and a supportive, connected community. Moreover, this study describes the role of music and choral singing in medical humanities and medical education, as well as suggests how involvement in a medical school choir may influence a medical student’s professional identity formation.