<p>  </p> <p>Faculty are the primary designers and implementers of engineering curricula within the U.S. higher education system. This places them in a unique position to respond to decades of national calls for curricular change in undergraduate engineering education. Individual and institutional faculty efforts to respond to these calls are inevitably influenced by faculty ontologies of curricular change – in other words, what faculty understand curricular change to be. By ‘ontology,’ I mean what is or what they perceive as what is. Ontologies are agentic, meaning that ontological assumptions shape how faculty envision their own roles and thereby influence the sorts of curricular change actions they envision and legitimize for themselves.</p> <p>Faculty ontologies of curricular change and their roles therein are complex roles within complex phenomena. By interrogating these ontologies, I make-visible the ways faculty might view – and thereby shape – the curricular worlds they and their students inhabit. To use a theatrical analogy: how do faculty stage their narratives of curricular change – what kinds of worlds do they set up in their stories? What kinds of interactions do they allow within that world? What kinds of characters do they cast themselves and others as playing?</p> <p>To investigate faculty ontologies of curricular change, I analyzed the narratives they told about several curricular change projects they had been personally involved with. I gathered narrative data by conducting recurring interviews with six faculty narrators. I deconstructed the resulting narrative data corpus using a postmodern approach focused on tensions and contradictions. The resulting analysis generated four distinct and interrelated ontologies for curricular change. These four ontologies are presented as a starting point rather than an exhaustive catalogue, since infinitely many ontologies could be generated. Each of the four ontologies created for this work portrays faculty roles in curricular change in relation to both curriculum and students. Creating multiple ontologies then enabled me to show how the interaction of multiple ontologies can create insights that are not apparent from each ontology alone. Among other things, the interactions of all four ontologies form a complex portrait of faculty as learners who are always unmaking and remaking themselves in the context of curricular change.</p> <p>By constructing a collective memory of faculty ontologies, I work to interrogate and disrupt current conceptions of roles and relationships in curricular change. These ontologies, and the methods developed to pursue and play with them, serve as tools for “cutting meaning loose” and “keep[ing] difference… at play” (Jackson & Mazzei, 2012, p. 70-71). In turn, these tools open up a wider space of new ideas and possibilities for courses, pedagogies, and cultures to be expressed, evaluated, and legitimized.</p>

Vår omvärld ses som alltmer komplex, hoten är mångfacetterade och spänner över alla domäner och konfliktnivåer. Underrättelsetjänsten är den funktion inom försvaret som särskilt ställs inför uppgiften att förstå och tolka komplexa problem, inte minst när den ska prognostisera händelseutvecklingar. I denna studie utgår vi från att komplexiteten kommer att öka och att det kommer att ställa hårdare krav på den militära underrättelsetjänsten. Syftet har varit att förstå hur medarbetare inom den militära underrättelsetjänsten idag ser på komplexa problem och vilka hinder och möjligheter som finns för att möta dem. Studien har sökt svar på hur underrättelsetjänsten kan utveckla sin förmåga att förstå komplexa problem. Denna studie har genomförts med kvalitativ metod baserat på en workshop och semistrukturerade intervjuer. Insamlade data har först analyserats utifrån de perspektiv som empirin lyft fram och därefter diskuterats med utgångspunkt i referensramen. Referensramen består av teorier och koncept inom komplexa underrättelseproblem, Sensemaking, kognitiva fallgropar och hur dom bemöts samt Militärt Designtänkande. Studiens resultat tyder på att det finns en god kunskap om komplexa problem generellt men att metoder, ledarskap, organisationskultur och den fysiska arbetsmiljön begränsar hanteringen av dem. Förmågan kan utvecklas genom att organisationen på ett tydligare vis definierar komplexa underrättelseproblem och anpassar arbetsmetoder efter dem. Vidare tyder resultatet på att den högre ledningsnivån inom organisationen samt uppdragsgivarna, försvarsmaktsledningen och Regeringskansliet, har en nyckelroll i de förändringar som krävs. Slutligen visar resultatet också på att Sensemaking och Militärt Designtänkande skulle kunna bidra till att öka förståelsen för och hanteringen av komplexa problem. / Our world is seen as increasingly complex, threats are multifaceted and span all domains and levels of conflict. The intelligence service is the function within the defense that is particularly faced with the task of understanding and interpreting complex problems, especially when it comes to forecast developments. In this study, we assume that the complexity will continually increase and that it will place stricter demands on the military intelligence service. The purpose has been to understand how coworkers in the military intelligence service today views complex problems and what obstacles and opportunities exist to meet them. The study has sought answers to how the intelligence service can develop its ability to understand complex problems. This study was conducted using a qualitative method based on a workshop and semi-structured interviews. The collected data has first been analyzed based on the perspectives highlighted by the empiric and then discussed based on the reference framework. The frame of reference consists of theories and concepts in complex intelligence problems, Sensemaking, cognitive pitfalls and military design thinking. The results of the study indicate that there is a good knowledge of complex problems in general, but that methods, leadership, organizational culture and the physical work environment limit their management. The ability can be developed by in a more explicit way define complex intelligence problems within the organization and adapt working methods to them. Furthermore, the results indicate that the higher management level within the organization, as well as the clients, the Swedish Armed Forces and the Government Offices, have a key role in the changes that are required. Finally, the results also show that Sensemaking and Military Design Thinking could contribute to further develop understanding and dealing with complex problems.

Corporations have gathered data about their business and employees for as long as the concept of business has existed. With the digitalization of the world, the possibility of how much data is stored has exploded and today it can be hard for companies and especially managers to make sense of all stored data. Utilizing this data is something that has grown to be very popular but how to do it is not straightforward. The objective of the thesis was to discover what data is important for an organization and how that should be used and visualized in a digital environment. The design thinking framework was used to come up with the best possible design for a digital support tool for managers. The resulting prototype proposes a way of how trends and accomplishments among coworkers, a list of things the manager have to take action on, how the team has reported on projects, monthly reports for budgetary target, time to customer, working time, and profitability and lastly visualization of the following data over time; "pejling", "time to customer", "internal time", "hourly rate", "working time", "profitability", "absence", and "overtime" should be designed in a digital support tool. / Företag har samlat data om deras organisation och anställda så länge som kon- ceptet företag har funnits. Med digitaliseringen av världen har möjligheterna för hur mycket data som sparas exploderat och idag kan det vara svårt för före- tag och speciellt chefer att förstå all sparad data. Att utnyttja det här datat har växt till att bli väldigt populärt men hur man gör det är inte självklart. Målet med det här examensarbetet var att förstå vilket data som är viktigt för en organisation och hur det ska användas och visualiseras i en digital miljö. Design thinking ramverket användes för att ta fram den bästa möjliga designen för ett digitalt chefsstöd. Den resulterande prototypen visar ett sätt på hur trender och prestationer bland medarbetare, lista med saker en chef måste ta tag i, hur teamet har rapporterat på projekt, månadsrapporter för budgetmål, tid mot kund, arbetstid och lönsamhet, och slutligen visualisering av följande data över tid; "pejling", "tid mot kund", "interntid", "timpris", "arbetstid", "lönsamhet", "frånvaro" och "övertid" kan designas i ett digitalt chefsstöd.

Emerging advances in the realm of Artificial Intelligence (AI) have had a tremendous impact on various fields around us and society as a whole. As technologies continue to evolve, so will the role of designers when it comes to using AI. It has the potential to be the next tool designers use to create human-centered products and services. To truly understand AI and harness its capabilities, it is crucial to demystify the term and its inner workings. This thesis is explorative research to shed light on collaborative intelligence and how designers can harness the capabilities of AI. It further explores how to integrate the principles of design and AI to create AI-driven products and services. In addition to background research conducted on both design and AI, the importance of both these fields’ intersection was also researched upon. The project followed the Double Diamond design process principles, consisting of four phases: discover, define, develop, and deliver. This process was then used again to design a framework that bridges the gap between AI &amp; design principles. This research aimed to explore how designers could use AI to develop new products and services. The project resulted in a framework that guides designers on how to get acclimated to AI and uses a specific set of principles to design for AI. It contains concepts necessary to understand the different aspects of AI and aims to build a common language amongst all AI practitioners. The framework also serves as a basic outline of a workshop that provides various design methods that AI practitioners can use to ideate AI-driven solutions. / Framsteg inom Artificiell Intelligens (AI) har redan haft enorma effekter på diverse ämnesområden med direkt eller indirekt påverkan på oss människor. I och med att teknologin som utnyttjar AI kommer att utvecklas, kommer även rollen för designers att förändras. AI innehar potentialen att bli nästa verktyg som kan brukas för att skapa människocentrerade produkter och tjänster. För att förstå och nyttja AI och dess förmåga är det kritiskt att avmystifiera termen och dess potential. Detta explorativa arbete syftar till att nysta upp kollaborativ intelligens samt att undersöka hur det kan användas av designers för att nyttja AIs fulla potential. Därtill utforskar arbetet hur AI och designprinciper kan integreras för att skapa AI-baserade produkter och tjänster. Utöver forskningen inom design och AI undersöks även fältens skärningspunkter. Följande arbete använder sig av Double Diamond designprocessen och dess principer: discover, define, develop, and deliver. Denna process kommer att användas för att konstruera ett ramverk som binder samman AI och designprinciper. Arbetet syftar till att utforska hur designers kan använda AI för att skapa nya produkter och tjänster. Resultatet är ett ramverk som kan vägleda designers att acklimatisera sig med AI och dess specifika principer för att kunna applicera AI i sitt arbete. Ramverket innefattar nödvändiga koncept för att förstå olika aspekter av AI och strävar efter att bygga ett gemensamt språk för alla utövare av AI. Ramverket ger dessutom riktlinjer för att strukturera workshops som förser alla möjliga AI användare med designmetoder för att skapa AI baserade lösningar.

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<p> Universities have increased the number of fully or partially online courses they offer to meet students' family, work-life, and academic needs. As a result of this shift, the HyFlex learning paradigm, which provides hybrid and flexible learning options, has gained traction in academia in recent years. The COVID-19 pandemic has altered the standards for academic levels of success in higher education for the foreseeable future. In order to offer a sense of belonging and sustain an equal or greater degree of engagement, instructors have been compelled to try and replicate the rich interaction of face-to-face situations in a virtual context. During the pandemic, the results of studies and surveys revealed a story of student dissatisfaction due to a lack of involvement, participation, sense of community, lack of faculty readiness, and technology concerns. Evidence from the past has supported the fact that synchronous online modality not only facilitates the tasks of a traditional face-to-face learning environment, but also has some distinct advantages over conventional approaches. Students' commitment to stay connected in the learning experience is linked to their sense of belonging to a learning cohort. It is vital to create a learning environment in which students feel a part of a learning community and actively participate in the learning process in order to foster knowledge generation. An Interactive Synchronous HyFlex model, intended to help students feel committed and engaged in their learning community through these uncertain times and beyond, is being explored as part of this research. The approach is studied using a Community of Inquiry (CoI) framework, as communities are a crucial part of effective student-centered learning settings. A convergent parallel mixed methods case study design was used to gain a deeper knowledge of the usefulness of the new HyFlex model under study. Students enrolled in the Interactive Synchronous HyFlex design thinking course during the Fall 2020 semester were the study's participants. The quantitative phase of the study looked into a) the students’ perception of overall teaching, social and cognitive presences in the HyFlex design thinking classroom; and b) if there was any change in students’ perception of community of inquiry based on their mode of participation (face-to-face/remote). The qualitative part of the study looked in-depth at the lived experiences of students in the HyFlex design thinking classrooms throughout the semester. The integration and interpretation of the two phases provides a positive student perspective of the Interactive Synchronous HyFlex model, and it helps to observe how the community of inquiry has played out in HyFlex design thinking classrooms. </p>

The increasing scope and speed of biological invasions around the world is a major concern of the modern environmental conservation movement. Although many ecological impacts of biological invasions are still not well understood, there is a general consensus that exotic, invasive species are a primary driver of extinctions globally. By altering ecosystem structure and function, invasive species also affect human quality of life; however, not all impacts lead to negative outcomes. Given that invasive species have diverse impacts on society, their management in human-dominated landscapes is a wicked problem wherein the resolution is as much an issue of social value as technical capacity. The purpose of my research was to understand the propensity for engaging private landowners in an effort to eradicate an invasive species on an inhabited island. Specifically, I investigated private landowner perspectives on eradicating the North American beaver (Castor canadensis) from the Tierra del Fuego (TDF) island archipelago in Argentina and Chile. The beaver was introduced in 1946 and has since become a central conservation issue due to its long-lasting changes to local hydrology, nutrient cycling, riparian vegetation, food webs, and aquatic and terrestrial species assemblages. Because eradication requires near complete cooperation from stakeholders and no research had been conducted to understand the perspectives or willingness of private landowners to cooperate, my objectives were to: 1) characterize the links private landowners make between the presence of beavers and impacts to the ecosystem services in their riparian areas, and 2) explore the role of a market-based incentive program to increase landowner cooperation in eradication efforts. Through semi-structured interviews, I elicited landowner mental models of how beavers impact the ecosystem services they receive from their riparian lands. I found that TDF ranchers prioritized provisioning ecosystem services, and held diverse and idiosyncratic beliefs about how beavers influence these outcomes. TDF ranchers may not recognize the beaver as a highly salient problem because they do not connect them to reductions in ecosystem services that are important to them. Among those who do perceive beavers affecting important ecosystem services, there is no clear, unified understanding of how the beavers disturb the ecosystem and key ecosystem services. Additionally, in a broadly administered survey, I used a factorial vignettes to examine the role of program structure and other program-related factors on landowners' willingness to participate in a voluntary eradication program. Overall, landowners were willing to cooperate in an incentive program to eradicate beavers. They were positively motivated by greater financial compensation, an increased expectation that the program would be successful, and the program assuming full responsibility for its implementation. Other factors returned mixed results indicating that further research may be required. In diverse, human-inhabited, and privately-owned landscapes, conservation requires collective action—i.e., the high threshold of participation needed for eradication to be achieved. Understanding the knowledge systems that cause landowners to perceive value or risk serves as a first step in understanding behaviors, and can also serve as a framework for crafting more effective outreach, as current communication about the beaver and the proposed eradication may not resonate with private landowners. Further, barriers to inaction can be overcome by understanding landowner needs and how program-related factors influence the potential for cooperation. In sum, by putting human needs at the forefront of program design, conservation planners can better understand stakeholder perspectives, reduce barriers to participation, and ultimately increase cooperation and improve conservation outcomes. / Master of Science