by James B. Orlin. / Includes bibliographical references (leaf 25). / Supported in part by the U.S. Army Research Office. DAAG29-80-C-0061

by Henry Gabbay. / Work performed under Contract N00014-67-A-0204-0076, Office of Naval Research, Multilevel Logistics Organization Models, NR 347-027, MIT/OSP 81138. / Bibliography: leaves 19-21.

by Pitu Mirchandani. / Prepared under National Science Foundation Grant GI38004. OR 039-74. / Bibliography: leaf 15.

by J. Kimemia, S.B. Gershwin. / Bibliography: leaf 6. / Caption title. / Supported by the National Science Foundation under Grant APR76-12036 National Science Foundation Grant DAR 78-17826

This paper characterizes the need for a theory that links context to information through the behaviors rooted in cultural identity and social awareness. Based on hypermedia objects and four methods of social communication, I develop a framework for a theory of social linking. This theory assumes that social interaction is the plinth from which we communicate and argues that studies in human computer interaction and information retrieval require ongoing exploration of social communication.

Solving physics problem in university physics education with a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modelling. These competences are in turn related to students' beliefs about these domains as well as about learning, and their motivation to learn. The purpose of this thesis was to investigate the role of university physics students' knowledge, beliefs and motivation when solving and visualizing a physics problem using a computational approach. The results showed that expert-like beliefs about physics and learning physics together with prior knowledge were important predictors of the quality of performance. Feelings corresponding to control and concentration, i.e., emotions that are expected to be good indicators of students' motivation were also good predictors of performance. However, intrinsic motivation, as indicated by enjoyment and interest, together with beliefs expressing students' personal interest and utility value, did not predict performance to any higher extent. Instead, my results indicate that integration and identification of expert-like beliefs about learning and concentration and control emotions during learning are more influential on the quality of performance. Thus, the results suggest that the development of students' epistemological beliefs is important for students' ability to learn from realistic problem-solving situations with many degrees of freedom in physics education. In order to investigate knowledge and beliefs structures network modeling has been applied as a novel tool for analysis. Students' epistemic frames are analyzed before and after the task in computational physics using a network analysis approach on interview transcripts, producing visual representations of mental models. The results show that students change their epistemic framing from a modelling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helped the students to develop a more consistent view of the importance of using physics principles in problem solving. When comparing students' framing with teachers,' it is shown that although teachers and students agree on the main features of simulation competence in physics, differences in their epistemic networks can be distinguished. For example, while teachers believe that numerical problem solving facilitates fundamental understanding of physics and mathematics, this is not obvious to students. This implies that university teachers need to be aware of these differences as well as students' beliefs in order to challenge students' expectations and to give support concerning the learning objectives of the assignment.

Parishes of the Church of Sweden work under the influence of a religious and cultural tradition as well as a societal, individual and internal secularization (Chaves 1994). The organization therefore has to react to the requirements of change alongside the need to preserve its distinctive character. The aim of this thesis is to analyze experiences of how a secularized context and internal organizational requirements influence the parishes' organization of structure and activities, the role of the actors and the relations between them.  The data consists of two empirical studies. The first study (carried out in 2007) is based on semi-structured interviews with 26 diocese employees at twelve of Church of Sweden's diocese secretariats. The second study (carried out in 2009) is based on semi-structured interviews with vicars and focus group-interviews with members of the faith ministry, employees and volunteers in four different parishes, in total 77 informants. Three different analyses of the material have been carried out. The first analysis, guided by new institutional theory, focuses on the parish’s organization in relation to a secularized context. Results show that the majority of the parishes have accepted a “market adapted organization model” in order to compete on the religious market, or perhaps most importantly, to retain their current members. The study concludes that the major challenge for the Church of Sweden’s parishes today is to find a balance between preserving traditions and adapting the organization to the ambient society's requirements of market adaptation and rationalization, which can result in internal secularization.  The second analysis is guided by role theory and focuses on the actor´s (vicars, members of the faith ministry, employees and volunteers) different roles in the parishes, in the light of organizational change. Results show how the different roles are affected by the organizational structure as well as by the societal context. The study concludes that a role is not static; instead it is affected by ideas from society, the organization, and other actor’s expectations as well as the actor him/her self. The four investigated roles tend to be more and more complex and, despite role, intra- and inter- role conflicts seems to be common in the parishes. The third and last analysis is guided by network analysis and focuses on the relations between the four actor groups. The results show that the actors sometimes have difficulty in separating between formal and informal relations. The relations seem to overlap each other, be multiplex and have more than one content.  This can be related to the parish ambiguity as well as the actor´s many different roles within the organization.  The thesis concludes with a theoretical discussion there a modifying of the concept internal secularization is proposed.

This thesis is based on three empirical studies of the director interlock network among Swedish firms listed on the Stockholm Stock Exchange, focusing on its consequences for firm behavior and its association with ownership structures. Director interlocks are created when directors serve on, and hence interlock, several boards. Director interlocks aggregate to a social network that not only connects most firms into a single component, but are, more essentially, also shown to affect firm behavior. The introductory chapter contains a review of the director interlock research as well as some suggestions for future research directions. Study I is an examination of the importance of director interlock relations for stock repurchases. Using parametric survival analysis, it is demonstrated that the decision to repurchase stocks is dependent on both the firms’ economic settings and their director interlocks. Study II examines the network impact on recruitment of new board members in the network of firms, directors, and owners. Using simulations, it is shown that directors with personal contact with a director and/or owner of the recruiting firm have a substantially increased probability of being recruited to the focal board. Study III examines the association between ownership and director interlocks. Re-analyses of the same network examined in Study II show that multiple director assignments are highly dependent on ownership interlocks. The three studies exemplify the real-world consequences of board interlocks and field a new understanding of the mechanisms behind their formation. Furthermore, the association between the director and ownership interlocks suggests that the ownership network (co-)produces some of the phenomena that have been attributed to the director network. These results underscore the need for further examination of director interlocks to bring the owners back into the analysis. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.</p>

Finding subgroups within social networks is important for understanding and possibly influencing the formation and evolution of online communities. This thesis addresses the problem of finding cohesive subgroups within social networks inferred from online interactions. The dissertation begins with a review of relevant literature and identifies existing methods for finding cohesive subgroups. This is followed by the introduction of the SCAN method for identifying subgroups in online interaction. The SCAN (Social Cohesion Analysis of Networks) methodology involves three steps: selecting the possible members (Select), collecting those members into possible subgroups (Collect) and choosing the cohesive subgroups over time (Choose). Social network analysis, clustering and partitioning, and similarity measurement are then used to implement each of the steps. Two further case studies are presented, one involving the TorCamp Google group and the other involving YouTube vaccination videos, to demonstrate how the methodology works in practice. Behavioural measures of Sense of Community and the Social Network Questionnaire are correlated with the SCAN method to demonstrate that the SCAN approach can find meaningful subgroups. Additional empirical findings are reported. Betweenness centrality appears to be a useful filter for screening potential subgroup members, and members of cohesive subgroups have stronger community membership and influence than others. Subgroups identified using weighted average hierarchical clustering are consistent with the subgroups identified using the more computationally expensive k-plex analysis. The value of similarity measurement in assessing subgroup cohesion over time is demonstrated, and possible problems with the use of Q modularity to identify cohesive subgroups are noted. Applications of this research to marketing, expertise location, and information search are also discussed.

Continuing medical education has been characterized as didactic and ineffective. This thesis explores the use of Knowledge Building theory, pedagogy, and technology to test an alternative model for physician engagement—one that emphasizes sustained and creative work with ideas. Several important conceptual changes in continuing medical education are implied by the Knowledge Building model—changes that extend the traditional approach through engagement in (a) collective responsibility for group achievements rather than exclusive focus on individual advancement and (b) work in design-mode, with ideas treated as objects of creation and assemblage into larger wholes and new applications, with extension beyond belief-mode where evidence-based acceptance or rejection of beliefs dominates. The goal is to engage physicians in “cultures of participation” where individual learning and collective knowledge invention or metadesign advance in parallel. This study was conducted in a continuing medical education End-of-Life Care Distance Education course, for family physicians, from 2004 to 2009. A mixed methods case study methodology was used to determine if social-mediated Knowledge Building improved physicians’ knowledge, and if so, what social network structural relationships and sociocognitive dynamics support knowledge improvement, democratization of knowledge, and a metadesign perspective. Traditional pre-/posttest learning measures across 4-years showed significant gains (9% on paired t-test = 5.34, p < 0.001) and large effect size (0.82). Social network analysis of ten 2008/2009 modules showed significant difference in density of build-on notes across groups. Additional results demonstrated a relationship between high knowledge gains and social network measures of centrality/distribution and cohesion. Correlation of posttest scores with centrality variables were all positive. Position/power analyses highlighted core-periphery sociocognitive dynamics between the facilitator and students. Facilitators most often evoked partner/expert relationships. Questions rather than statements dominated the discourse; discourse complexity was elaborated/compiled as opposed to reduced/dispersed. Themes beyond predefined learning objectives emerged and Knowledge Building principles of community responsibility, idea improvability, and democratization of knowledge were evident. Overall, results demonstrate the potential of collective Knowledge Building and design-mode work in continuing medical education, with individual learning representing an important by-product. There were no discernible decrements in performance, suggesting significant advantages rather than tradeoffs from engagement in Knowledge Building.