This study proposes criteria to diagnose, to analyse and to evaluate the extent of cooperation and collaboration between supply chain members within extensive inter-firm relationships in supply chains. A case study context examines cooperative and collaborative relationships between shipping companies and shippers as suppliers, manufacturers, distributers, retailers, exporters and importers. The components of cooperation and collaboration are analysed through literature reviews, interviews with industrial experts, content analysis, two-rounds of Q-sorting, and pilot testing. Cooperation is a subset of collaboration comprised of transparency, fairness, and mutuality, and cooperation and “relational strength” such as trust and sustainability constitute collaboration. A questionnaire survey generated 167 responses from shipping companies in South Korea. Exploratory factor analysis underpinned cooperative and collaborative spirit indices (CCSIs) that varied within the shipping industry, types of shipping registered, and vessel types. Confirmatory factor analysis supported good model fit, convergent and discriminant validity, and unidimensionality. A “target coefficient” identified second order factors and path analysis showed that fairness, mutuality and cooperation can foster trust, and mutual trust can cultivate sustainability although transparency does not necessarily lead to trust. CCSIs indicated modest cooperation and collaboration in the shipping industry and MANOVA revealed differences according to vessel types and contract periods. This research clarifies theories of cooperation. Enhanced CCSIs between shippers and shipping companies imply that shippers should extend two-way communication, mutuality, distributive fairness and sustainability with shipping companies. Maintaining relationships brings long run benefits. Further, shipping companies should continuously strive to gain trust from shippers and government should organise consultative groups, develop and disseminate exemplary cases and foster institutions to promote collaboration. The constructs and items deployed herein are generic, implying that the research model and CCSIs methods will be widely applicable.

<p>Market globalization and steep competition are increasing the need for more efficient and effective strategies in meeting evolving market demands. Adopting a more integrated approach to supply chain relationship management has been increasingly viewed as a way of meeting changing customer needs. This thesis work explores lean and agility frameworks as tools for achieving supply chain integration. Different aspects of the concepts of lean and agility and their applications in the supply chain are presented based on theoretical literature. Thus, this thesis seeks to point out the impact that the concepts of lean and agility can have on the supply chain as a whole. Four companies have been investigated in connection to the level of awareness, perception, and practical application of these tools in their supply chain. To this end, information was collected in a survey questionnaire from these four companies and supported by an interview. The results show that lean and agility are important tools to achieve supply chain integration, but respondents are yet to fully achieve the transition to lean/agile enterprise. It could be said that lean/agile supply chain is still more in theory than in practice. The level of awareness to market changes is high but there seem to be no specific way in achieving integration in the supply as there is wide variation in the way one company achieves it with respect to another. Generally, respondents are implementing lean/agile principles in cooperation and collaboration with suppliers and customers, demand pull system, and using combination of strategies. However, it is clear that adequate market information is required when trying to fit lean/agile principles into supply chain strategy. Furthermore, all respondent recognise the need for change to satisfy customer need, but the respond to change vary from one company to another. Also, there is a gradual shift from traditional focus solely on cost and profit to customer relation relationship management and customer satisfaction. Consequently, companies are organizing themselves around the customer who pulls goods and value from the producer of the goods.</p>

Market globalization and steep competition are increasing the need for more efficient and effective strategies in meeting evolving market demands. Adopting a more integrated approach to supply chain relationship management has been increasingly viewed as a way of meeting changing customer needs. This thesis work explores lean and agility frameworks as tools for achieving supply chain integration. Different aspects of the concepts of lean and agility and their applications in the supply chain are presented based on theoretical literature. Thus, this thesis seeks to point out the impact that the concepts of lean and agility can have on the supply chain as a whole. Four companies have been investigated in connection to the level of awareness, perception, and practical application of these tools in their supply chain. To this end, information was collected in a survey questionnaire from these four companies and supported by an interview. The results show that lean and agility are important tools to achieve supply chain integration, but respondents are yet to fully achieve the transition to lean/agile enterprise. It could be said that lean/agile supply chain is still more in theory than in practice. The level of awareness to market changes is high but there seem to be no specific way in achieving integration in the supply as there is wide variation in the way one company achieves it with respect to another. Generally, respondents are implementing lean/agile principles in cooperation and collaboration with suppliers and customers, demand pull system, and using combination of strategies. However, it is clear that adequate market information is required when trying to fit lean/agile principles into supply chain strategy. Furthermore, all respondent recognise the need for change to satisfy customer need, but the respond to change vary from one company to another. Also, there is a gradual shift from traditional focus solely on cost and profit to customer relation relationship management and customer satisfaction. Consequently, companies are organizing themselves around the customer who pulls goods and value from the producer of the goods.

Successful applications of Reinforcement Learning (RL) in the robotics field has proliferated after DeepMind and OpenAI showed the ability of RL techniques to develop intelligent robotic systems that could learn to perform complex tasks. Ever since the use of robots for surgical procedures, researchers have been trying to bring some sort of autonomy into the operating room. Surgical robotic systems such as da Vinci currently provide the surgeons with direct control. To relieve the stress and the burden on the surgeon using the da Vinci robot, semi-automating or automating surgical tasks such as suturing can be beneficial. This work presents a RL-based approach to automate the needle hand-off task. It puts forward two approaches based on the type of environment, a discrete and continuous space approach. For capturing a unique suturing style, user data was collected using the da Vinci Research Kit to generate a sparse reward function. It was used to derive an optimal policy using Q-learning for a discretized environment. Further, a RL framework for da Vinci Research Kit was developed using a real-time dynamics simulator - Asynchronous Multi-Body Framework (AMBF). A model was trained and evaluated to reach the desired goal using model-free RL techniques while considering the dynamics of the robot to help mitigate the difficulty in transferring trained model to real-world robots. Therefore, the developed RL framework would enable the RL community to train surgical robots using state of the art RL techniques and transfer it to real-world robots with minimal effort. Based on the results obtained, the viability of applying RL techniques to develop a supervised level of autonomy for performing surgical tasks is discussed. To summarize, this work mainly focuses on using RL to automate the suture hand-off task in order to move a step towards solving the greater problem of automating suturing.

Att lyckas i skolan är den viktigaste faktorn för att också lyckas i livet och är än mer viktig för elever som har diagnosen adhd, eftersom de har större risk att hamna i en negativ livsspiral. Skolan har ett kompensatoriskt uppdrag och specialpedagogen kan vara en viktig del i att hjälpa till med att skapa en integrerad och bra lärmiljö för elever med diagnosen adhd. Elevhälsoarbetet i skolan förutsätter en hög grad av samverkan med olika interna och externa aktörer. Barn- och ungdomspsykiatrin är en av dessa. Syftet med denna studie är att belysa personalens beskrivningar av framgångsfaktorer och utmaningar i samarbetet mellan personal, på barn- och ungdomspsykiatrin och skolors elevhälsa, för att kunna stödja elever som har diagnosen adhd i deras utveckling och lärande. Den här kvalitativa studien bygger på intervjuer med personal från dessa verksamheter. Intervjuerna bestod av både fokusgruppsintervjuer och individuella semistrukturerade intervjuer. Intervjuerna transkriberades och sammanställdes utifrån studiens frågeställningar. Studiens urval var målinriktad och gjordes enligt bekvämlighetsprincipen. Informanterna från elevhälsan arbetade i en glesbygdskommun och deltagarna från barn- och ungdomspsykiatrin var verksamma i en stad men samverkar med informanterna i elevhälsan. Resultatet i studien visar att både skolan och barn- och ungdomspsykiatrin tycker att samverkan och samarbete mellan parterna är viktiga och nödvändiga. De största utmaningarna i samverkan tycks vara otydliga ramar för hur samarbetet ska fungera och oklarheter kring de olika professionernas uppdrag. De långa väntetiderna till barn- och ungdomspsykiatrin skapar också oro vid samverkan. I studien framkom också att samverkan i glesbygdskommuner innebär försvårande omständigheter. Resultatet tyder på att tydligare samverkansavtal bör arbetas fram och att all berörd personal bör göras delaktiga. / Success in school is the most important factor for success in life, and it is even more important for students with an ADHD-diagnosis, since they are in more danger of developing a negative spiral in life. Education has a compensatory duty and teachers in special education can be an important part in helping to create an integrated and meaningful learning environment for students with an ADHD-diagnosis. The work with the student health team within a school demands a high degree of cooperation between different internal and external players. BUP (child and adolescent psychiatry), which provides specialist care for children with mental health problems, is one of these players. The intention of this paper is to illustrate the personnel’s descriptions of not only the factors for success but the challenges as well, when it comes to the cooperation between the school´s student health team and BUP´s work to support students with the ADHD-diagnosis with their development and their learning. This qualitative study is based on interviews with personnel from these different arenas. The interviews where made with both focus groups, as well as semi structured interviews. The interviews where transcribed and compiled based on the intentions of this study. The selection was targeted and made according to the comfort principle. The informants from the student health team worked in a rural municipality, while the participants from BUP where based in a nearby city, but worked with the informants from the student health team. The result of the study shows that the school, as well as, BUP believes that cooperation and collaboration between these different arenas are important and necessary. The main challenges seem to be the lack of a defined framework that specifies how the cooperation should work as well as confusion about the responsibilities of the different professions. The long wait to BUP is also a cause for concern while striving for cooperation. The study also showed that cooperation within rural municipalities involves complicating circumstances. The result indicates that more clearly defined frameworks for cooperation should be developed and that all concerned personnel should be involved.

Esta pesquisa tem como questão central analisar e compreender o processo de aprendizagem cooperativa dos conceitos de Matemática no espaço de aprendizagem digital. Define-se espaço de aprendizagem digital no contexto da cultura digital e no processo cooperativo de aprendizagem apoiando-se nas teorias de Peters, Papert, Piaget, Freire e D'Ambrósio. O trabalho de campo foi realizado no IFRS – Campus Osório, nas aulas de Matemática presenciais e no espaço de aprendizagem digital da Matemática, com estudantes do Ensino Médio Técnico Integrado em Informática em 2011 e 2012. A metodologia da pesquisa é a pesquisa-ação conforme definida por Barbier; e a análise dos dados foi realizada à luz da Teoria de Piaget, particularmente a partir dos conceitos de abstração reflexionante, colaboração e cooperação. Os dados analisados são as ações dos estudantes registradas de forma escrita na rede social Facebook, tanto em comentários nos chats quanto no perfil do grupo, e as anotações da professora-pesquisadora. A pesquisa evidencia que as tecnologias digitais em rede são recursos que possibilitam aprender a aprender por meio de cooperação e em qualquer lugar e tempo, além de viabilizar um processo de aprendizagem que valoriza a ação do estudante. A aprendizagem dos conceitos de matemática, fruto do trabalho cooperativo e da compreensão do próprio processo de aprendizagem dos estudantes, é um dos resultados desta pesquisa. A pesquisa também apresenta uma metodologia que torna possível aprender a aprender Matemática em qualquer espaço digital e contribui para a ressignificação da prática docente da professora-pesquisadora. / The main goal of this research is to analyze and comprehend the cooperative learning process of Mathematics concepts in a digital learning space. Digital learning space is a concept defined in the digital culture context and in the cooperative learning process, based on the theories of Peters, Papert, Piaget, Freire and D’Ambrósio. Data collection took place at IFRS – Campus Osório during present Mathematics classes with students from the 2nd High School integrated with Computing Technician course in 2011 and 2012. The study methodology is action-research, as defined by Barbier; and data analyses were accomplished considering Piaget’s Theory, concerning specifically the concepts of reflective abstraction, collaboration and cooperation. Data analyzed consist in the actions of the students, written registered at Facebook social network, concerning both comments on the chats and in the group’s profile as well as the teacher-researcher’s notes. The research points out that network digital technologies are resources which enable a learning how to learn through cooperation anywhere, at anytime, and they also give the means to a learning process that enriches the student’s action. Learning Mathematics concepts, as a result from a cooperative work and from the students’ comprehension of their own learning process is one of the results of this research. The study also presents a methodology which potentiate learning how to learn Mathematics in any digital space and it also contributes to the re-signification of the teacherresearcher’s teaching practice. / Esta investigación tiene como cuestión central analizar y comprender el proceso de aprendizaje cooperativo de los conceptos de Matemáticas en el espacio de aprendizaje digital. Se define espacio de aprendizaje digital en el contexto de la cultura digital y en el proceso cooperativo de aprendizaje apoyándose en las teorías de Peters, Papert, Piaget, Freire y D'Ambrósio. El trabajo de campo fue realizado en el IFRS – Campus Osório, en las clases de Matemáticas presenciales y en el espacio de aprendizaje digital de Matemáticas con estudiantes del Ensino Médio Técnico Integrado en Informática en 2011 y 2012. La metodología de la investigación es la investigación-acción conforme definida por Barbier y el análisis de los datos fue realizado basado en la Teoría de Piaget, particularmente desde los conceptos de abstracción reflexionante, colaboración y cooperación. Los datos analizados son las acciones de los estudiantes registradas de forma escrita en la red social Facebook, tanto en comentarios en los chats, como en el perfil del grupo, y las anotaciones de la profesorainvestigadora. La investigación señala que las tecnologías digitales en red son recursos que posibilitan aprender a aprender por medio de cooperación y en cualquier lugar y tiempo, además de viabilizar un proceso de aprendizaje que valora la acción del estudiante. El aprendizaje de los conceptos de matemáticas, fruto del trabajo cooperativo y de la comprensión del propio proceso de aprendizaje de los estudiantes, es uno de los resultados de esta investigación. La investigación también presenta una metodología que hace posible aprender a aprender Matemáticas en cualquier espacio digital y contribuye para la resignificación de la práctica docente de la profesora-investigadora.

Esta pesquisa tem como questão central analisar e compreender o processo de aprendizagem cooperativa dos conceitos de Matemática no espaço de aprendizagem digital. Define-se espaço de aprendizagem digital no contexto da cultura digital e no processo cooperativo de aprendizagem apoiando-se nas teorias de Peters, Papert, Piaget, Freire e D'Ambrósio. O trabalho de campo foi realizado no IFRS – Campus Osório, nas aulas de Matemática presenciais e no espaço de aprendizagem digital da Matemática, com estudantes do Ensino Médio Técnico Integrado em Informática em 2011 e 2012. A metodologia da pesquisa é a pesquisa-ação conforme definida por Barbier; e a análise dos dados foi realizada à luz da Teoria de Piaget, particularmente a partir dos conceitos de abstração reflexionante, colaboração e cooperação. Os dados analisados são as ações dos estudantes registradas de forma escrita na rede social Facebook, tanto em comentários nos chats quanto no perfil do grupo, e as anotações da professora-pesquisadora. A pesquisa evidencia que as tecnologias digitais em rede são recursos que possibilitam aprender a aprender por meio de cooperação e em qualquer lugar e tempo, além de viabilizar um processo de aprendizagem que valoriza a ação do estudante. A aprendizagem dos conceitos de matemática, fruto do trabalho cooperativo e da compreensão do próprio processo de aprendizagem dos estudantes, é um dos resultados desta pesquisa. A pesquisa também apresenta uma metodologia que torna possível aprender a aprender Matemática em qualquer espaço digital e contribui para a ressignificação da prática docente da professora-pesquisadora. / The main goal of this research is to analyze and comprehend the cooperative learning process of Mathematics concepts in a digital learning space. Digital learning space is a concept defined in the digital culture context and in the cooperative learning process, based on the theories of Peters, Papert, Piaget, Freire and D’Ambrósio. Data collection took place at IFRS – Campus Osório during present Mathematics classes with students from the 2nd High School integrated with Computing Technician course in 2011 and 2012. The study methodology is action-research, as defined by Barbier; and data analyses were accomplished considering Piaget’s Theory, concerning specifically the concepts of reflective abstraction, collaboration and cooperation. Data analyzed consist in the actions of the students, written registered at Facebook social network, concerning both comments on the chats and in the group’s profile as well as the teacher-researcher’s notes. The research points out that network digital technologies are resources which enable a learning how to learn through cooperation anywhere, at anytime, and they also give the means to a learning process that enriches the student’s action. Learning Mathematics concepts, as a result from a cooperative work and from the students’ comprehension of their own learning process is one of the results of this research. The study also presents a methodology which potentiate learning how to learn Mathematics in any digital space and it also contributes to the re-signification of the teacherresearcher’s teaching practice. / Esta investigación tiene como cuestión central analizar y comprender el proceso de aprendizaje cooperativo de los conceptos de Matemáticas en el espacio de aprendizaje digital. Se define espacio de aprendizaje digital en el contexto de la cultura digital y en el proceso cooperativo de aprendizaje apoyándose en las teorías de Peters, Papert, Piaget, Freire y D'Ambrósio. El trabajo de campo fue realizado en el IFRS – Campus Osório, en las clases de Matemáticas presenciales y en el espacio de aprendizaje digital de Matemáticas con estudiantes del Ensino Médio Técnico Integrado en Informática en 2011 y 2012. La metodología de la investigación es la investigación-acción conforme definida por Barbier y el análisis de los datos fue realizado basado en la Teoría de Piaget, particularmente desde los conceptos de abstracción reflexionante, colaboración y cooperación. Los datos analizados son las acciones de los estudiantes registradas de forma escrita en la red social Facebook, tanto en comentarios en los chats, como en el perfil del grupo, y las anotaciones de la profesorainvestigadora. La investigación señala que las tecnologías digitales en red son recursos que posibilitan aprender a aprender por medio de cooperación y en cualquier lugar y tiempo, además de viabilizar un proceso de aprendizaje que valora la acción del estudiante. El aprendizaje de los conceptos de matemáticas, fruto del trabajo cooperativo y de la comprensión del propio proceso de aprendizaje de los estudiantes, es uno de los resultados de esta investigación. La investigación también presenta una metodología que hace posible aprender a aprender Matemáticas en cualquier espacio digital y contribuye para la resignificación de la práctica docente de la profesora-investigadora.

Esta pesquisa tem como questão central analisar e compreender o processo de aprendizagem cooperativa dos conceitos de Matemática no espaço de aprendizagem digital. Define-se espaço de aprendizagem digital no contexto da cultura digital e no processo cooperativo de aprendizagem apoiando-se nas teorias de Peters, Papert, Piaget, Freire e D'Ambrósio. O trabalho de campo foi realizado no IFRS – Campus Osório, nas aulas de Matemática presenciais e no espaço de aprendizagem digital da Matemática, com estudantes do Ensino Médio Técnico Integrado em Informática em 2011 e 2012. A metodologia da pesquisa é a pesquisa-ação conforme definida por Barbier; e a análise dos dados foi realizada à luz da Teoria de Piaget, particularmente a partir dos conceitos de abstração reflexionante, colaboração e cooperação. Os dados analisados são as ações dos estudantes registradas de forma escrita na rede social Facebook, tanto em comentários nos chats quanto no perfil do grupo, e as anotações da professora-pesquisadora. A pesquisa evidencia que as tecnologias digitais em rede são recursos que possibilitam aprender a aprender por meio de cooperação e em qualquer lugar e tempo, além de viabilizar um processo de aprendizagem que valoriza a ação do estudante. A aprendizagem dos conceitos de matemática, fruto do trabalho cooperativo e da compreensão do próprio processo de aprendizagem dos estudantes, é um dos resultados desta pesquisa. A pesquisa também apresenta uma metodologia que torna possível aprender a aprender Matemática em qualquer espaço digital e contribui para a ressignificação da prática docente da professora-pesquisadora. / The main goal of this research is to analyze and comprehend the cooperative learning process of Mathematics concepts in a digital learning space. Digital learning space is a concept defined in the digital culture context and in the cooperative learning process, based on the theories of Peters, Papert, Piaget, Freire and D’Ambrósio. Data collection took place at IFRS – Campus Osório during present Mathematics classes with students from the 2nd High School integrated with Computing Technician course in 2011 and 2012. The study methodology is action-research, as defined by Barbier; and data analyses were accomplished considering Piaget’s Theory, concerning specifically the concepts of reflective abstraction, collaboration and cooperation. Data analyzed consist in the actions of the students, written registered at Facebook social network, concerning both comments on the chats and in the group’s profile as well as the teacher-researcher’s notes. The research points out that network digital technologies are resources which enable a learning how to learn through cooperation anywhere, at anytime, and they also give the means to a learning process that enriches the student’s action. Learning Mathematics concepts, as a result from a cooperative work and from the students’ comprehension of their own learning process is one of the results of this research. The study also presents a methodology which potentiate learning how to learn Mathematics in any digital space and it also contributes to the re-signification of the teacherresearcher’s teaching practice. / Esta investigación tiene como cuestión central analizar y comprender el proceso de aprendizaje cooperativo de los conceptos de Matemáticas en el espacio de aprendizaje digital. Se define espacio de aprendizaje digital en el contexto de la cultura digital y en el proceso cooperativo de aprendizaje apoyándose en las teorías de Peters, Papert, Piaget, Freire y D'Ambrósio. El trabajo de campo fue realizado en el IFRS – Campus Osório, en las clases de Matemáticas presenciales y en el espacio de aprendizaje digital de Matemáticas con estudiantes del Ensino Médio Técnico Integrado en Informática en 2011 y 2012. La metodología de la investigación es la investigación-acción conforme definida por Barbier y el análisis de los datos fue realizado basado en la Teoría de Piaget, particularmente desde los conceptos de abstracción reflexionante, colaboración y cooperación. Los datos analizados son las acciones de los estudiantes registradas de forma escrita en la red social Facebook, tanto en comentarios en los chats, como en el perfil del grupo, y las anotaciones de la profesorainvestigadora. La investigación señala que las tecnologías digitales en red son recursos que posibilitan aprender a aprender por medio de cooperación y en cualquier lugar y tiempo, además de viabilizar un proceso de aprendizaje que valora la acción del estudiante. El aprendizaje de los conceptos de matemáticas, fruto del trabajo cooperativo y de la comprensión del propio proceso de aprendizaje de los estudiantes, es uno de los resultados de esta investigación. La investigación también presenta una metodología que hace posible aprender a aprender Matemáticas en cualquier espacio digital y contribuye para la resignificación de la práctica docente de la profesora-investigadora.

Ziel dieser Arbeit ist es, die Entwicklung von RDF-Wissensbasen in verteilten kollaborativen Szenarien zu unterstützen. In dieser Arbeit wird eine neue Methodik für verteiltes kollaboratives Knowledge Engineering – „Quit“ – vorgestellt. Sie geht davon aus, dass es notwendig ist, während des gesamten Kooperationsprozesses Dissens auszudrücken und individuelle Arbeitsbereiche für jeden Mitarbeiter bereitzustellen. Der Ansatz ist von der Git-Methodik zum kooperativen Software Engineering inspiriert und basiert auf dieser. Die Analyse des Standes der Technik zeigt, dass kein System die Git-Methodik konsequent auf das Knowledge Engineering überträgt. Die Hauptmerkmale der Quit-Methodik sind unabhängige Arbeitsbereiche für jeden Benutzer und ein gemeinsamer verteilter Arbeitsbereich für die Zusammenarbeit. Während des gesamten Kollaborationsprozesses spielt die Data-Provenance eine wichtige Rolle. Zur Unterstützung der Methodik ist der Quit-Stack als eine Sammlung von Microservices implementiert, die es ermöglichen, die Semantic-Web-Datenstruktur und Standardschnittstellen in den verteilten Kollaborationsprozess zu integrieren. Zur Ergänzung der verteilten Datenerstellung werden geeignete Methoden zur Unterstützung des Datenverwaltungsprozesses erforscht. Diese Managementprozesse sind insbesondere die Erstellung und das Bearbeiten von Daten sowie die Publikation und Exploration von Daten. Die Anwendung der Methodik wird in verschiedenen Anwendungsfällen für die verteilte Zusammenarbeit an Organisationsdaten und an Forschungsdaten gezeigt. Weiterhin wird die Implementierung quantitativ mit ähnlichen Arbeiten verglichen. Abschließend lässt sich feststellen, dass der konsequente Ansatz der Quit-Methodik ein breites Spektrum von Szenarien zum verteilten Knowledge Engineering im Semantic Web ermöglicht.:Preface by Thomas Riechert Preface by Cesare Pautasso 1 Introduction 2 Preliminaries 3 State of the Art 4 The Quit Methodology 5 The Quit Stack 6 Data Creation and Authoring 7 Publication and Exploration 8 Application and Evaluation 9 Conclusion and Future Work Bibliography Web References List of Figures List of Tables List of Listings List of Definitions and Acronyms List of Namespace Prefixes / The aim of this thesis is to support the development of RDF knowledge bases in a distributed collaborative setup. In this thesis, a new methodology for distributed collaborative knowledge engineering – called Quit – is presented. It follows the premise that it is necessary to express dissent throughout a collaboration process and to provide individual workspaces for each collaborator. The approach is inspired by and based on the Git methodology for collaboration in software engineering. The state-of-the-art analysis shows that no system is consequently transferring the Git methodology to knowledge engineering. The key features of the Quit methodology are independent workspaces for each user and a shared distributed workspace for the collaboration. Throughout the whole collaboration process data provenance plays an important role. To support the methodology the Quit Stack is implemented as a collection of microservices, that allow to integrate the Semantic Web data structure and standard interfaces with the distributed collaborative process. To complement the distributed data authoring, appropriate methods to support the data management process are researched. These management processes are in particular the creation and authoring of data as well as the publication and exploration of data. The application of the methodology is shown in various use cases for the distributed collaboration on organizational data and on research data. Further, the implementation is quantitatively compared to the related work. Finally, it can be concluded that the consequent approach followed by the Quit methodology enables a wide range of distributed Semantic Web knowledge engineering scenarios.:Preface by Thomas Riechert Preface by Cesare Pautasso 1 Introduction 2 Preliminaries 3 State of the Art 4 The Quit Methodology 5 The Quit Stack 6 Data Creation and Authoring 7 Publication and Exploration 8 Application and Evaluation 9 Conclusion and Future Work Bibliography Web References List of Figures List of Tables List of Listings List of Definitions and Acronyms List of Namespace Prefixes

Seit einiger Zeit kann zunehmend die Bildung von Unternehmensnetzwerken und Kooperationen beobachtet werden. Diese Dissertation beschäftigt sich mit horizontalen Logistikkooperationen. Hierbei streben Unternehmen die Erzielung von Größen- und Verbundeffekte mit Unternehmen auf der gleichen Wertschöpfungsstufe an. In der Arbeit wird ein strukturiertes Vorgehensmodell entwickelt, welches Unternehmen bei der Entscheidungsfindung für oder gegen eine horizontale Kooperation unterstützt. Dazu zerlegt der Autor den Prozess der Kooperationsetablierung in einzelne Teilphasen, die er sowohl mit empirischen Erkenntnissen aus der Erfolgsfaktorenforschung als auch mit Methoden zur Bearbeitung dieser Phasen verknüpft. Dabei werden die Partnerauswahl und der Synergieermittlung ganzheitlich analysiert und zu einem klaren Vorgehensmodell ausgearbeitet.:Inhaltsverzeichnis I Abbildungsverzeichnis IV Tabellenverzeichnis VII Abkürzungsverzeichnis VIII 1 Einführung - 1 - 1.1 Motivation und Problemstellung - 1 - 1.2 Betrachtungsfokus der Arbeit - 4 - 1.3 Stand der Forschung und Zielsetzung der Arbeit - 6 - 1.4 Forschungsmethodische Einordnung der Arbeit - 15 - 1.5 Gang der Untersuchung - 21 - 2 Horizontale Kooperationen in der Distributionslogistik als Untersuchungsgegenstand - 24 - 2.1 Grundlegende Betrachtung der Logistik - 24 - 2.1.1 Der Logistikbegriff - 24 - 2.1.2 Phasenspezifische Einordnung der Distributionslogistik ins Logistiksystem - 29 - 2.1.3 Leistung und Kosten der Distributionslogistik - 32 - 2.1.4 Planungsaufgaben der Distributionslogistik - 37 - 2.2 Kooperationen als logistische Gestaltungsoptionen - 56 - 2.2.1 Begriffsdefinition und Abgrenzung des Kooperationsbegriffs - 56 - 2.2.2 Ausprägungen von Kooperationen - 58 - 2.3 Outsourcing von Logistikleistungen - 70 - 2.3.1 Motive zum Outsourcing - 70 - 2.3.2 Klassifikation logistischer Dienstleister - 73 - 2.4 Kooperationsmotive - 75 - 3 Grundlagen zur Entwicklung eines Vorgehensmodells zur Kooperationsetablierung in der Logistik - 81 - 3.1 Planungsmethoden als Grundstein der Modellbildung - 81 - 3.1.1 Der Planungsbegriff - 81 - 3.1.2 Strukturierung von Problemen zur Reduktion der Komplexität - 84 - 3.2 Modellbildung in der Logistik - 87 - 3.2.1 Der Modellbegriff - 87 - 3.2.2 Bildung von Modellen - 90 - 3.2.3 Darstellung der wesentlichen Modellarten - 94 - 3.3 Entwicklung von Vorgehensmodellen - 96 - 3.3.1 Grundlagen zum Modellcharakter - 96 - 3.3.2 Die Systemtheorie als Methode zur Problemstrukturierung - 99 - 3.4 Kooperationsetablierungsmodelle in der Literatur - 104 - 3.5 Erläuterung und Abgrenzung der Kooperationsetablierungsphasen - 107 - 3.6 Phasenspezifische Berücksichtigung empirischer Ergebnisse - 115 - 3.6.1 Erfolgsfaktoren - 115 - 3.6.2 Hemmnisse und Risiken - 119 - 4 Vorgehensmodell zur strategischen Positionierung horizontaler Distributionskooperationen - 123 - 4.1 Analyse der Ist-Situation des initiierenden Unternehmens - 123 - 4.1.1 Charakterisierung der Ist-Aufnahme - 123 - 4.1.2 Eingrenzung des Untersuchungsbereiches - 125 - 4.1.3 Erhebung der Ist-Situation - 128 - 4.1.4 Analyse der Ist-Situation - 131 - 4.2 Zielbildung in Distributionskooperationen - 138 - 4.2.1 Charakterisierung der Zielbildungsproblematik - 138 - 4.2.2 Vorgehen zur Zielformulierung - 139 - 4.3 Suche nach geeigneten Kooperationspartnern - 145 - 4.3.1 Charakterisierung der Partnersuchphase - 145 - 4.3.2 Erstellung eines Anforderungsprofils - 147 - 4.3.3 Identifikation möglicher Partner - 157 - 4.3.4 Bewertung und Vorauswahl möglicher Partner - 159 - 4.4 Analyse der Kooperationsauswirkungen - 170 - 4.4.1 Charakterisierung der Wirkungsanalyse - 170 - 4.4.2 Kostenbezogene Wirkungsanalyse - 172 - 4.4.3 Leistungsbezogene Wirkungsanalyse - 200 - 4.5 Auswahl von Kooperationspartnern - 207 - 4.5.1 Charakterisierung der Partnerauswahlphase - 207 - 4.5.2 Zusammenführung und Bewertung der Informationen zur zielgerichteten Partnerauswahl - 208 - 4.6 Zusammenfassende Darstellung der strategischen Positionierungsphase - 211 - 5 Exemplarische Modellanwendung mit empirischem Datenmaterial - 213 - 5.1 Darstellung der Methodik zur Auswertung der Fallstudie - 213 - 5.2 Darstellung des Kooperationsprojektes der Fallstudie - 219 - 5.3 Durchführung und Evaluation der strategischen Positionierungsphase - 219 - 5.3.1 Problemwahrnehmung - 220 - 5.3.2 Ist-Analyse des initiierenden Unternehmens - 220 - 5.3.3 Ziele des Initiators - 224 - 5.3.4 Suche nach potenziellen Projektpartnern - 225 - 5.3.5 Wirkungsanalyse - 232 - 5.4 Ergebnis der Fallstudie - 247 - 6 Abschlussbetrachtung und Ausblick - 249 - 6.1 Zusammenfassung und kritische Würdigung der Forschungsarbeit - 249 - 6.2 Ausblick auf weiteren Forschungsbedarf - 255 - Literaturverzeichnis - 258 -