Unresolved painful emotional experiences such as bereavement, trauma and disturbances in core relationships, are common presenting problems for clients of psychodrama or psychotherapy more generally. Emotional pain is experienced as a shattering of the sense of self and disconnection from others and, when unresolved, produces avoidant responses which inhibit the healing process. There is agreement across therapeutic modalities that exposure to emotional experience can increase the efficacy of therapeutic interventions. Moreno proposes that the activation of spontaneity is the primary curative factor in psychodrama and that healing occurs when the protagonist (client) engages with his or her wider social system and develops greater flexibility in response to that system. An extensive case-report literature describes the application of the psychodrama method in healing unresolved painful emotional experiences, but there is limited empirical research to verify the efficacy of the method or to identify the processes that are linked to therapeutic change. The purpose of this current research was to construct a model of protagonist change processes that could extend psychodrama theory, inform practitioners’ therapeutic decisions and contribute to understanding the common factors in therapeutic change. Four studies investigated protagonist processes linked to in-session resolution of painful emotional experiences. Significant therapeutic events were analysed using recordings and transcripts of psychodrama enactments, protagonist and director recall interviews and a range of process and outcome measures. A preliminary study (3 cases) identified four themes that were associated with helpful therapeutic events: enactment, the working alliance with the director and with group members, emotional release or relief and social atom repair. The second study (7 cases) used Comprehensive Process Analysis (CPA) to construct a model of protagonists’ processes linked to in-session resolution. This model was then validated across four more cases in Study 3. Five meta-processes were identified: (i) a readiness to engage in the psychodrama process; (ii) re-experiencing and insight; (iii) activating resourcefulness; (iv) social atom repair with emotional release and (v) integration. Social atom repair with emotional release involved deeply experiencing a wished-for interpersonal experience accompanied by a free flowing release of previously restricted emotion and was most clearly linked to protagonists’ reports of reaching resolution and to post session improvements in interpersonal relationships and sense of self. Acceptance of self in the moment increased protagonists’ capacity to generate new responses within each meta-process and, in resolved cases, there was evidence of spontaneity developing over time. The fourth study tested Greenberg’s allowing and accepting painful emotional experience model as an alternative explanation of protagonist change. The findings of this study suggested that while the process of allowing emotional pain was present in resolved cases, Greenberg’s model was not sufficient to explain the processes that lead to in-session resolution. The protagonist’s readiness to engage and activation of resourcefulness appear to facilitate the transition from problem identification to emotional release. Furthermore, experiencing a reparative relationship was found to be central to the healing process. This research verifies that there can be in-session resolution of painful emotional experience during psychodrama and protagonists’ reports suggest that in-session resolution can heal the damage to the sense of self and the interpersonal disconnection that are associated with unresolved emotional pain. A model of protagonist change processes has been constructed that challenges the view of psychodrama as a primarily cathartic therapy, by locating the therapeutic experience of emotional release within the development of new role relationships. The five meta-processes which are described within the model suggest broad change principles which can assist practitioners to make sense of events as they unfold and guide their clinical decision making in the moment. Each meta-process was linked to specific post-session changes, so that the model can inform the development of therapeutic plans for individual clients and can aid communication for practitioners when a psychodrama intervention is used for a specific therapeutic purpose within a comprehensive program of therapy.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-05-30T16:58:57Z No. of bitstreams: 1 FernandRM.pdf: 1137422 bytes, checksum: 38f2c80a16247223b7be04502a17b2cc (MD5) / Made available in DSpace on 2017-05-30T16:58:57Z (GMT). No. of bitstreams: 1 FernandRM.pdf: 1137422 bytes, checksum: 38f2c80a16247223b7be04502a17b2cc (MD5) Previous issue date: 2017-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Organizational learning studies aim to describe and analyze forms and reasons of knowledge creation, development and using in companies, and how these processes help an organization to generate value and competitiveness in their markets. Emphasis was given to organizational learning practices in order to determine initiatives made by companies to generate an learning favorable ambience, while knowledge management practices acts to support and complement organizational learning practices, since they’re related to activities developed in consulting companies, who were focus of this study and composed the cases here described. Discussion contained in this dissertation taken as basis an qualitative and interview-based approach, using content analysis and document analysis, with two cases analyzed individually and in a cross-sectional way, and was conducted between November 2016 and January 2017 in two big consulting companies, based in São Paulo city. When comparing perceptions and statements to the companies’ public documents and to literature-based references, it concludes that the identified practices aim to give workers a set of capabilities suited to their acting in organizations, using previous experiences, best practices mapping and knowledge transferring. Clients’ diversity of profiles and acting areas demand from studied organizations a workforce who simultaneously shows certain quality standards and singularities that gives advantages to these consulting companies and, consequently, to their clients. / O estudo da aprendizagem organizacional visa descrever e analisar as formas e motivos pelos quais ocorre a geração, aprimoramento e utilização do conhecimento dentro das empresas, e como tais processos as ajudam a gerar valor e competitividade em seus mercados de atuação. Foram enfatizadas práticas de aprendizagem organizacional, para determinar as iniciativas adotadas pelas organizações na geração de ambiência propícia ao aprendizado, enquanto as práticas de gestão do conhecimento suportam e complementam aquelas de aprendizagem organizacional, por estarem relacionadas à atividade das empresas de consultoria, alvo deste estudo e que compuseram os casos descritos neste artigo. A discussão realizada utilizou uma abordagem qualitativa baseada em entrevistas, análise de conteúdo e análise documental, com dois casos analisados individualmente e de forma cruzada, sendo realizada entre novembro de 2016 e janeiro de 2017 em duas organizações de consultoria de grande porte, localizadas na cidade de São Paulo. Ao comparar percepções e depoimentos colhidos com documentos públicos das organizações estudadas e referências constantes na literatura, concluiu-se que as práticas identificadas buscam proporcionar aos colaboradores um conjunto de capacidades adequado à atuação destes nas empresas, com aproveitamento de experiências anteriores, mapeamento de melhores práticas e transferência de conhecimentos. Os múltiplos perfis de clientes e suas áreas de atuação exigem das organizações estudadas um quadro funcional que apresente simultaneamente perfis padronizados de conhecimentos por cargo ou nível hierárquico, e especialistas em determinadas vertentes do conhecimento, para atingir padrões de qualidade e singularidade e oferecer um diferencial a estas organizações de consultoria e, consequentemente, seus clientes.

Submitted by Marcus Alexandre Yshikawa Salusse (msalusse@gmail.com) on 2014-03-31T16:50:02Z No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) / Approved for entry into archive by PAMELA BELTRAN TONSA (pamela.tonsa@fgv.br) on 2014-03-31T16:53:03Z (GMT) No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) / Made available in DSpace on 2014-03-31T16:58:55Z (GMT). No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) Previous issue date: 2014-02-27 / O objetivo desta pesquisa é compreender como professores ao redor do mundo ensinam empreendedorismo com fundamento na teoria effectuation. A pesquisa utiliza a metodologia de estudo de caso múltiplo para análise de cinco experiências em educação empreendedora em nível universitário, realizadas em cinco instituições de ensino de quatro países diferentes com intuito de compreender o contexto dessas experiências, a estrutura dos cursos, as metodologias de ensino utilizadas e as percepções de docentes e alunos sobre essas experiências. O estudo traz inicialmente um breve histórico sobre a evolução do ensino de empreendedorismo nos Estados Unidos e no Brasil. Ato contínuo, o estudo faz uma análise da evolução das perspectivas teóricas utilizadas para compreensão do fenômeno empreendedor e relaciona essas perspectivas às metodologias de ensino utilizadas para o ensino de empreendedorismo, com destaque para a recente discussão sobre a perspectiva do empreendedorismo como método. A teoria effectuation é apresentada em seguida e introduz seus os princípios norteadores e as teorias que deram origem à sua formulação. A análise dos casos resulta em contribuições teóricas referentes à estruturação de perguntas de pesquisa que relacionam a utilização da teoria effectuation no ensino de empreendedorismo ao aumento da intenção dos alunos em empreender e que analisam a influência da cultura e da formação dos alunos no processo de ensino e aprendizado. As contribuições práticas, por sua vez, referem-se à identificação do elemento integrador das metodologias de ensino de empreendedorismo com fundamento na teoria effectuation, da identificação de metodologias de ensino emergentes e da contribuição da teoria para o desenvolvimento do ensino de empreendedorismo no Brasil. Assim, os resultados desta pesquisa contribuem para aumentar o conhecimento existente sobre a utilização da teoria effectuation no ensino de empreendedorismo e sobre os efeitos dessa introdução, bem como por meio da formulação de perguntas de pesquisa para direcionamento de esforços de pesquisa futuros. / This research aims at understanding how professors around the world teach entrepreneurship using effectuation theory. The research utilizes the multiple case study methodology to analyze five entrepreneurship education experiences at the university level, performed at five institutions from four different countries in order to understand the context of these entrepreneurship education experiences, the structure of the courses, the teaching methodologies used and the perceptions from both students and professors regarding their experiences. The study initially presents a brief history on the evolution of entrepreneurship education in the United States and Brazil. Thereafter, the study analyzes the evolution of the theoretical perspectives used to understand the entrepreneurial phenomenon and relate these perspectives to the methodologies used for teaching entrepreneurship, highlighting the recent discussion about the entrepreneurship as method perspective. The effectuation theory is presented in sequence and it guiding principles and theories that led to its formulation are presented. The theoretical contributions from the study relate to the structuring of research questions that analyze the relationship between effectuation teaching and the increase on intention of the students to become entrepreneurs, and the influence of culture and educational background in the teaching and learning process. The practical contributions refers to the identification of the integrating element of effectual teaching methodologies, the identification of emerging teaching methodologies in the field and the contribution from effectuation theory to the development of entrepreneurship education in Brazil. Thus, this research contributes to increase the existing knowledge on effectuation teaching and the effects on introducing effectuation to teach entrepreneurship, as well as through the structuring of research questions for future research efforts.

Submitted by Marcelo Martins de Sa (professormarcelosa@gmail.com) on 2017-06-28T16:13:52Z No. of bitstreams: 1 Tese Doutorado - Marcelo Martins de Sa - POI - Gestao de Operacoes e Sustentabilidade.pdf: 2767314 bytes, checksum: 43a13b78c494c1942dae8e673e3983ec (MD5) / Rejected by Maria Tereza Fernandes Conselmo (maria.conselmo@fgv.br), reason: Marcelo, boa noite. Por favor efetuar os ajustes abaixo: Retirar acento da palavra GETULIO. 2º folha: Inserir nome do aluno 3º folha: Inserir nome do aluno mudar para Data de Aprovação Centralizar a palavra RESUMO Depois do Resumo inserir em outra pagina o Abstract Att. Tereza SRA on 2017-06-28T22:41:07Z (GMT) / Submitted by Marcelo Martins de Sa (professormarcelosa@gmail.com) on 2017-06-29T07:18:58Z No. of bitstreams: 1 Tese Doutorado - Marcelo Martins de Sa - POI - Gestao de Operacoes e Sustentabilidade.pdf: 2781241 bytes, checksum: b3e76fbf7bf4d655b83c818de52f4c2b (MD5) / Rejected by Maria Tereza Fernandes Conselmo (maria.conselmo@fgv.br), reason: Marcelo, boa noite. A ficha catalográfica esta na pagina 8, inserir na contra capa 3º folha. As palavras Resumo e Abstract tem que ser em letra maiúscula. Att. Tereza SRA on 2017-06-29T21:20:25Z (GMT) / Submitted by Marcelo Martins de Sa (professormarcelosa@gmail.com) on 2017-06-30T16:22:29Z No. of bitstreams: 1 Tese para Doutorado de Marcelo Martins de Sa - POI - Gestao de Operacoes.docx: 1180675 bytes, checksum: b76fcb8e6a4d002490e67834e3041a4e (MD5) / Approved for entry into archive by Maria Tereza Fernandes Conselmo (maria.conselmo@fgv.br) on 2017-06-30T18:49:11Z (GMT) No. of bitstreams: 1 Tese para Doutorado de Marcelo Martins de Sa - POI - Gestao de Operacoes.docx: 1180675 bytes, checksum: b76fcb8e6a4d002490e67834e3041a4e (MD5) / Made available in DSpace on 2017-06-30T19:09:56Z (GMT). No. of bitstreams: 1 Tese para Doutorado de Marcelo Martins de Sa - POI - Gestao de Operacoes.docx: 1180675 bytes, checksum: b76fcb8e6a4d002490e67834e3041a4e (MD5) Previous issue date: 2017-05-30 / A crise hídrica é apontada em levantamentos globais realizados na última década como um risco com alto potencial de severidade (WEF, 2007, 2016), considerado o desastre natural que mais causa mortes em todos os países (BELOW; GROVER-KOPEC; DILLEY, 2007) e provoca forte impacto no fornecimento de alimentos, acarretando em prejuízos para saúde, educação, força produtiva e economia das regiões afetadas. Esta tese encontrou na crise hídrica ocorrida na Região Sudeste brasileira nos anos de 2013 a 2015, em especial no Estado de São Paulo, uma oportunidade única de estudar a ocorrência de um fenômeno com características de início lento, explorar a maneira como foi percebida por gestores, bem como as decisões consideradas para Gerenciamento de Riscos e Resiliência em Cadeias de Suprimentos. O objetivo principal desta tese foi investigar o desenvolvimento de capacidades de resiliência em cadeias de suprimentos em um contexto de desastre natural. Para explorar este contexto traz a seguinte questão de pesquisa: como as empresas desenvolvem capacidades de resiliência em cadeia de suprimentos frente a um desastre natural? Esta tese possui natureza qualitativa, por meio da utilização de estudos de casos em duas cadeias de suprimentos relacionadas ao setor de alimentos e bebidas (oriundas das commodities cana-de-açúcar e laranja) como unidades de análise. Os resultados apontam a percepção ao risco como responsável pelo desenvolvimento das capacidades de flexibilidade, colaboração, visibilidade e velocidade. Após a percepção ao risco, os respondentes investiram fortemente em tecnologias para enfrentar os fenômenos climáticos a que estão expostos, evidenciando capacidade de visibilidade sobre o evento, principalmente por meio de compartilhamento de informações úteis entre os elos da cadeia para enfrentamento da crise. Outro resultado indica que a velocidade e a colaboração são necessárias nas fases de resposta e recuperação para alcançar resiliência. No entanto, a presente pesquisa mostrou que estas capacidades não estão presentes em todas as empresas de acordo com os casos estudados e que as cadeias buscam caminhos diferentes para tentarem alcançar a resiliência necessária para normalização ou aprimoramento de seus processos. Conclui-se que a cadeias estudadas não desenvolveram resiliência para enfrentar futuras crises hídricas em todos os elos. As contribuições teóricas desta tese residem em três pontos: o primeiro, a análise das capacidades de resiliência de forma conjunta (como um “conjunto de recursos”), considerando o contexto das fases de uma ruptura de início de lento. Segundo, são raros os estudos com evidências empíricas do ambiente de crise ou pré-ruptura em cadeias de suprimentos que analisem em profundidade as fases de resposta e recuperação, especialmente por desastres naturais com início lento. Terceiro, a análise deste fenômeno além das díades (fornecedores-compradores) pode ser considerada contribuição empírica-teórica para disciplina de cadeia de suprimentos. A partir deste conhecimento é possível adotar estratégias de preparação, tais como aumento de flexibilidade e redundância, investimentos em sistemas integrados de comunicação entre os elos da cadeia para aumentar a visibilidade e velocidade de resposta, entre outras ações que envolvam as capacidades de resiliência estudadas. São necessárias novas ações voltadas para o agronegócio que visem ampliação dos protocolos agroambientais existentes, além de novas pesquisas, compartilhamento de resultados, estudos de casos e ensino nas universidades e debates, para manter o nível adequado de percepção ao risco e foco voltado para recuperação de áreas de preservação e relevantes para melhor gerenciamento dos recursos hídricos. / The water crisis is pointed out in global surveys carried out in last decade as a risk with high severity potential (WEF, 2007, 2016), considered the natural disaster that causes most deaths in all countries (BELOW; GROVER-KOPEC; DILLEY, 2007), and has a strong impact on food supply, resulting in damages for health, education, labor and economy of the affected regions. This thesis has found a unique opportunity to study the occurrence of a phenomenon with slow on-set characteristics, to explore the way in which it was perceived by managers, as well as the decisions that were considered for Risk and Resilience in Supply Chain Management. The main objective of this thesis was to investigate the development of supply chain resilience capabilities in a natural disaster context. To explore this context has the following research question: how do firms develop resilience supply chain capabilities when face a natural disaster? This thesis had a qualitative approach, through multiple case studies and the unit of analysis was the food and beverage supply chains (sugar cane and orange commodities). The results point to risk perception as responsible for the development of flexibility, collaboration, visibility and velocity capabilities. After risk perception, the respondents invested heavily in technologies to face the climate change phenomena to which they are exposed, evidencing the visibility capability on the event, mainly through sharing of useful information between the links of the supply chain members who faced the crisis. Another result indicates that velocity and collaboration are necessary in the response and recovery phases to achieve resilience. However, the present research showed that these capabilities are not present in all firms according to the cases studied. Both supply chains seek different paths to try to achieve the resilience necessary for normalization or improvement of their processes. It is concluded that the supply chains studied did not develop resilience to face future water crises in all links. The theoretical contributions of this thesis reside in three points: the first, the analysis of resilience capacities in the same study (as a “bundle of resources”), considering the context of the phases of a disruption with slow on-set characteristics. Second, studies with empirical evidence of the crisis environment or pre-rupture in supply chains that analyze in depth the response and recovery phases, especially for natural disasters with slow on-set, are rare. Third, the analysis of this phenomenon beyond dyads (suppliers-buyers) can be considered empiricaltheoretical contribution to supply chain discipline. From this knowledge, it is possible to adopt preparation strategies, such as increased flexibility and redundancy, investments in integrated communication systems between supply chain links to increase visibility and velocity of response, among other actions that involve the resilience capabilities studied. New agribusiness actions are needed to expand the existing agrienvironmental protocols, as well as new research, information sharing and debates, to maintain the adequate level of risk perception and focus on the recovery and conservation of relevant areas to improve water resources management.

This study explores neoliberalism and its influence on the undergraduate Economics curricula at selected South African Higher Education Institutions (HEIs). Neoliberalism is a theory embracing political economic practices that propose that human well-being can be advanced by liberating individuals, entrepreneurial freedom and skills within an institutional framework, characterised by strong private property rights, free markets and free trade. However, little is known about the influence of neoliberalism on undergraduate Economics programmes. Researchers either criticise neoliberalism or they reserve some components of neoliberalism and concentrate on those per se. Research has revealed that, students exposed to neoliberalism have a desire for life-long learning and are in need of the following skills: analytical, social, entrepreneurial, accountability and employability skills. To survive in this forever-changing environment graduates need to be equipped with flexible skills so that they will be employable and remain employed. Neoliberalism is still accepted as the only possible economic and social order that is available to us. This is in agreement with the opinions of seasoned rulers such as Margaret Thatcher who maintains there is no alternative to neoliberalism. In support neoliberalists argue that global capitalism is promoted, because welfare states are costly, overburdened, inefficient, and incapable of eliminating poverty and are overly oriented to cash entitlements rather than empowering citizens.The importance of curriculum research and the development of the neoliberal theory motivated the researcher to undertake this study. A qualitative multiple case study design was utilised, because it is useful when not much is known about the phenomenon and when in-depth study is needed. Triangulation of data collection tools was employed in this study for validity and reliability of data. The researcher made use of document analysis and structured interviews. The data collected reveal that neoliberalism is attached to politics and that it is a higher stage of capitalism. However, there is a strong sentiment that neoliberalism has good development policies, but these policies should not be implemented as if they are one-size-fits-all. The study findings also reveal that inequality should not be blamed on neoliberalism, as the shift now should be towards how to deal with inequality and also the effects of technology, as technology is replacing human labour at an alarming rate. Pertinent aspects like cultural, environmental and religious issues should be included in the tertiary curricula. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Les TPE sont des acteurs importants du dynamisme économique français. Chaque année, des milliers d’entre elles sont transmises. Ce phénomène n’est pas nouveau, mais l’évolution démographique des dirigeants de TPE françaises tend à en faire une préoccupation de premier plan pour les décideurs politiques et économiques. La majorité d’entre elles et, pour une part croissante, sont reprises par des repreneurs personnes physiques externes sans aucun lien avec l’entreprise. Le développement de ce type de transmission n’est pas sans poser de problèmes. La méconnaissance de l’entreprise, de son environnement par le repreneur accentue les difficultés déjà grandes de la reprise (Deschamps et Paturel, 2009). L’arrivée dans l’entreprise d’un repreneur externe est souvent vécue par les salariés comme une interruption, un changement organisationnel majeur pouvant mettre en péril la poursuite de l’activité. Le fait que l’entreprise soit saine au moment du rachat interfère sur la manière dont le changement est appréhendé par les salariés. Ce dernier pouvant être interprété comme une menace, la possibilité de perdre une situation antérieure jugée satisfaisante. Les spécificités caractérisant la TPE rendent l’événement particulièrement intense sur le plan émotionnel et relationnel. La présente étude s’attache à explorer l’entrée en fonction du repreneur, dernière étape du processus repreneurial, à travers les interactions entre acteurs. Basés sur une étude de cas multiples (10 cas analysés, 31 entretiens), les résultats mettent en évidence un processus dénommé reconstruction collective de sens post-reprise. Ils montrent également l’existence de plusieurs facteurs individuels, organisationnels et contextuels exerçant une influence notable sur le processus. / TPE are playing an important role in the French economic dynamism. Each year, thousands of them are transmitted. This phenomenon is not new, but the demographic evolution of French TPE leadership tends to create a major concern for political and economic decision makers. The majority of them and, for a growing share ours times by external individuals buyers with no connection to the company. The development of this type of transmission is not coming without its problems. Ignorance of the company, its environment by the buyer increases the already great difficulties of the recovery (Deschamps and Paturel, 2009). The arrival in the company of an external buyer is often experienced by employees as an interruption, a major organizational change that could jeopardize the continuation of the activity. The fact that the company is healthy at redemption interfere with the way the change is apprehended by the employees. This can be interpreted as a threat, the possibility of losing a satisfactory situation before. The specificities characterizing the TPE make the event particularly intense emotional and relational. This study aims to explore the inauguration of the buyer, the last step repreneurial process, through interaction between actors. Based on a multiple case study (10 cases analyzed, 31 interviews), the results show a process called collective reconstruction of post-recovery direction. They also show the existence of a number of individual, organizational and contextual factors with significant influence on the process.

Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational researchers and teacher educators have supported the need to foster students’ creativity via a national curriculum. Yet, the Ministry of Education has conducted few studies to explore practitioners’ perspectives on how to foster creativity through the current curriculum. The overall aims of this study were to explore science teachers’ pedagogical beliefs and practices in fostering creativity in science classrooms as well as to investigate the influences of sociocultural factors on teachers’ beliefs and practices in fostering creativity. The study also examined the consistency and inconsistency levels between teachers’ beliefs and practices. The study has a qualitative nature that stands on an interpretive worldview. The methodology uses eight case studies, each of which consisted of a male science teacher and one of his classes. Multiple methods were used, including semi-structured interviews (pre- and post-observational interviews), student focus groups, unstructured observations, participants’ drawings, and field notes. The analysis was based on thematic analysis model proposed by Braun and Clarke (2006). Thematic findings and case studies findings were drawn from the analysis of the data collected. In general, the thematic findings indicated that science teachers are able to define the meaning of creativity and its main aspects. Professed pedagogical beliefs enforce four teaching approaches to foster creativity in the science classroom: the teaching of thinking skills, inquiry-based learning, cooperative learning, and practical investigation (experimentation). The teachers believe that these approaches could promote students’ creativity in science classroom when specific sociocultural factors facilitate the effectiveness of such approaches in terms of fostering creativity. Three interdependent categories represent these facilitating factors: (1) educational setting-related factors, (2) teacher-related factors, and (3) student-related factors. Differences and similarities appeared when these professed beliefs were compared to the applied classroom practices. The thematic analysis revealed several themes underlying the main categories. Extensive teacher-centred practices and modest student-centred practices were evident; more specifically, the observations revealed primarily teacher-centred approach inside the science classes. Meanwhile, student-centred approaches were modestly applied in comparison to teacher-centred activities. The teachers justified their practices in accordance with the sociocultural factors that mediate their beliefs and practices as well as the role of their goal orientation. The science teachers perceived the mediating factors as constraints that prevent them from applying their beliefs about fostering creativity in classroom practices. Multiple constraining factors emerged, and they were categorised into personal, external, and interpersonal constraints. Concerning the case study findings, consistencies and inconsistencies were identified using a cut-off point as an analytic technique to classify teachers’ beliefs and practices into traditional (non-creativity fostering), mixed, or progressive (creativity fostering). The case study findings identified four consistency and inconsistency levels characterizing teachers’ beliefs and practices: traditional (consistent level), mainly traditional (inconsistent level), mixed (consistent level), and mainly progressive (inconsistent level). Each level was represented by an exemplary case study. The exemplary case studies revealed that sociocultural contexts influence teacher’s belief-practice relationship with respect to fostering students’ creativity in science classroom. Further, the thematic and case study findings were discussed in relation to the existing body of knowledge, followed by an illustration of significant conclusions, including some implications, contributions, limitations, and future suggestions.

Many of the technological and social systems our society has come to depend on can be classified as complex adaptive systems (CAS). These systems are made of many individual parts that self-organize to respond and adapt to changing outside and inside influences affecting the system and its actors. These CAS can be placed on a spectrum ranging from loosely- to tightly-coupled, depending on the degree of interrelatedness and interdependence between system components. This research has explored how the process of collaboration occurs in both a loosely- and tightly-coupled setting using one exemplar of each system. The loosely-coupled exemplar related to disaster risk reduction in two Canadian communities while the tightly-coupled one involved the implementation of a surgical information management system in a Canadian hospital. A list of core elements of collaboration that should be considered essential to the success of all collaborative endeavours was developed as a result: Engagement, Communication, Leadership, Role Clarity, Awareness, Time, and Technical Skills and Knowledge. Based on observing how the core elements of collaboration interacted with one another within each of these example systems, two models were created to represent their relationships. A list of considerations that collaborative tool designers should consider was also developed and the implications of these considerations were discussed. As businesses and other organizations increasingly incorporate team-based work models, they will come to depend more heavily on technology-based solutions to support collaboration. By incorporating collaborative technologies that properly support the activity of these teams—based on the specific type of complex adaptive system in which their organization exists—organizations can avoid wasting time and resources developing tools that hinder collaboration.

Title: Humanitarian Supply Chain: Improvement of lead time effectiveness and cost-efficiency. A multiple case study on the preparedness stage of humanitarian organizations with their partners. Authors: Ester Lisnati Jayadi, Hugo Richit, Najmus Sadat. Background: 315 natural disasters events were reported, causing 11,804 deaths, affecting 68 million people, and costing US$131.7 billion in economic losses worldwide. This fact emerges the importance of humanitarian organizations (HOs) to act in reducing suffering and improving peoples’ life. However, the greater donations and support to HOs still do not solve this enormous issue at all which forces HOs to pursue greater accountability by improving their effectiveness and efficiency in terms of time and cost in disaster activities, especially in preparedness activities. No single actors like HOs have sufficient resources to solve the disaster problem alone; thus, they need partners to work hand in hand to relieve the suffering. Performance measurement through integration called performance management process is the key to enabling HOs and their partners to achieve the lead time effectiveness and cost-efficiency. Purpose: The purposes of the study are to explore which performance measurements are needed between humanitarian organizations with their partners and to explore how to integrate their relationship to improve lead time effectiveness and cost-efficiency. Then, the suggestions can be made by fulfilling the purposes. Method: A multiple case study by utilizing qualitative data through semi-structured interviews. Findings and Conclusions: RQ 1. What HSC (humanitarian supply chain) performance measurements are needed in the HSC’s preparedness stage in order to achieve the lead time effectiveness and cost efficiency? The performance required measurements in HSC’s preparedness stage to achieve lead-time effectiveness, and cost-efficiency are organizational procedures, learning and evaluation, HO’s mission, feedback, budgeting, fund management, sourcing, human and resource management, IT utilization, infrastructure utilization, human resources utilization, delivery time, knowledge management, information sharing, and employee management. RQ 2. How to integrate the HSC performance management process in the HSC’s preparedness stage to improve the lead time effectiveness and cost efficiency? By implementing a proposed performance management process, aligning vision and mission, trusting each other, utilizing IT technologies, improving the language, and applying standardization in HSC. Keywords: Humanitarian Supply Chain Management. Humanitarian Supply Chain. Preparedness Stage. Natural Disasters. Humanitarian Organizations. Partners. Dyads. Multiple Case Studies. Performance Measurements. Performance Management Process. Supply Chain Process Integration

The thesis deals with undergraduate training of kindergarten teachers. The aim is to compare the issue of preparation for the profession of kindergarten teacher from different perspectives in historical and international comparisons and reflect and analyze the needs of the profession towards initial training kindergarten teachers on the basis of theoretical concepts and statements from practice. The reaserch aims to analyze the curriculum of initial training kindergarten teachers at selected faculties of education in the Czech Republic, analyze and reflect on meeting the needs of the profession in these faculties and learn how to evaluate their students' level of development of their professional competence at the beginning of undergraduate training and at the end. Research design is a multi-case study. Working with reaserch respondents has a longitudinal character. Methods were used quantitative and qualitative methodology - questionnaire, rating scales, content analysis of documents, interview and focus group. The thesis analyzes the curriculum of undergraduate training at Faculty of Education Charles University in Prague, Faculty of Education University of West Bohemia in Pilsen and Faculty of Education University of South Bohemia in České Budějovice in the context of the model of the...