Thesis advisor: Katherine McNeill / Gaining popular recognition in the U.S. with the advent of the first White House Maker Faire in 2014, makerspaces have become an increasingly popular feature of the K-12 educational landscape. While makerspaces have been subject to critique related to the lack of inclusivity within the broader predominantly white and male ‘maker culture’, they have also been recognized for their potential to include and attract students that have been historically underrepresented in the STEM fields, specifically female, African-American and Latinx students (Halverson & Sheridan, 2014; Kafai et al., 2014; Vossoughi, et al., 2016). However, despite their popularity and the growing body of empirical evidence documenting their use in the K-12 context, there are many topics that warrant further exploration, from teachers’ experiences with making, to the processes involved in their long term success or failure, and issues related to leadership, professional development and teacher expertise (Haron & Hughes, 2018). Responding to the need for greater understanding of these issues, this exploratory case study examines the organizational and curricular role of an established middle school makerspace through observations, student surveys, and individual interviews with teachers and school leaders. Findings of this study revealed themes related to (a) discrepancies between participants’ aspirational ideals and the practical reality of their experiences; (b) the important role of flexibility and rigidity within the curriculum and school structures; and (c) the mutually influential relationships that exist between materials, identity, expertise and participation. Each of these themes held specific consequences for equity and inclusion. The findings of this study highlight the critical importance of attending to equity in the implementation of maker learning environments and the central role that school structures, materials and perceptions play in addressing historical inequities in making and STEAM. This study concludes with recommendations for researchers, teachers and school leaders that place equity at the center of plans for school-based making and directions for future research. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This thesis documents the action research study done to investigate the perceived challenges and benefits of a project-based language learning (PBLL) approach in a high school Spanish classroom. The research involved four high school Spanish 3 classes taught by the same teacher. Two classes formed an experimental group and were taught one thematic unit using a PBLL approach, while the other two classes formed the control group and were taught by the same approach that had been used the rest of the year. Two of the objectives of the study were to see how the PBLL approach affected the achievement and writing performance of the experimental group and how the students liked it in comparison to the teaching approach that had been used in the other units during the school year. The third objective was to identify effective steps in setting up project-based language learning in a high school classroom and its possible obstacles. The results from this study found that a PBLL approach possibly affected achievement in grammar in vocabulary from the pre-test to the post-test, but that the writing performance was unaffected. In this thesis, steps to setting up a PBLL unit are documented as well as possible obstacles. The thesis concludes with suggestions for overcoming these obstacles and for further research and collaboration in setting up PBLL units.

To address the need to improve student achievement in STEM disciplines, effort has been made to develop a new of tools for STEM education (Bybee, 2013). The Robotics and Engineering Design Curriculum (REDC) provides students an opportunity to develop systems thinking abilities while integrating science and mathematics concepts. Using an exploratory case study approach within a situated cognition framework, this study examines the effects of using REDC on 54 eighth grade students’ performance and engagement during 5-week integrative STEM instruction in the mathematics and science class. Situational factors that contribute to students’ success in learning STEM concepts are also examined. This study employed mixed-methods techniques. The quantitative data collected included pre/post achievement tests and pre/post motivation and engagement scale (MES) surveys. Quantitative data analysis included reliability analyses and paired sample t-tests. The results of the reliability analyses for the achievement test and MES survey report acceptable Cronbach’s alpha (.843 and .787, respectively). Qualitative data collected included semi-structured interviews, field notes and student artifacts (engineering notebook and printed prototypes). Qualitative data analysis used coding procedures suggested by Saldana (2012) where patterns were identified and grouped to allow the emergence of themes. Collectively, the data was triangulated to support six emerging themes. The emerging themes regarding the effect of using the curriculum are as follows: (1) the developing anthropomorphic relationship with the robot enhances engagement, (2) engagement is impacted by purposeful and intentional physical action, and (3) purposeful collaboration promotes engagement through the construction of meaning and interaction. Three themes emerged identifying factors that contribute to success: (1) learning environment must have transformative learning potential, (2) learning experiences underpinned by design thinking contribute to success and (3) contextual relevance is enhanced when students have the freedom to their design learning journey. This study addresses the need for research into the implementation of 3-D design and manufacturing in the middle school classroom. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association. Saldaña, J. (2012). The coding manual for qualitative researchers (No. 14). Los Angeles, Ca: Sage.

<p><strong>Background</strong>: Today companies operate in a market that increasingly is becoming global, and where technological development is advancing ever faster. Global competition, shorter product life cycles and constant reorganization of business puts increasing demands on companies and projects that are under their control. As a result of this trend more and more organizations in different industries are working on a project basis.</p><p><strong>Objective:</strong> To identify and address the strengths and weaknesses of project based organizations.</p><p><strong>Boundaries</strong>: Three business units within different companies will be analyzed in order to deduct a conclusion to the research question.</p><p><strong>Method</strong>: A qualitative method has been used. The empirical material was analyzed based on theory.</p><p><strong>Results</strong>: A project based organization promotes higher flexibility in comparison to a functional organization. The organizational structure of a project based organization provides employees with interesting tasks and the possibility to work in and learn from cross functional teams. Although this has a negative impact on ones work life balance. A key weakness is the organizational integration, which includes: knowledge management, implementation of strategies and focus beyond projects, resource coordination and human resource management.</p><p><strong>Proposal for further research:</strong> An in-depth study on how project based organizations promote innovation.</p>

This thesis explores the “project” in the entrepreneurial context, specifically the project- based view of start-ups. Start-ups are defined as entrepreneurial new ventures which have unstable business models, an open and simple organisational structure and which utilize innovative strategies for their development. The concept of temporary organisation is placed within the entrepreneurial context to define possible scenarios for the project-based view. The study is guided by the following research questions: How does a project-based view unfold in the start-up context? What is the impact of embracing a project-based view for a start-up? There is a limited number of studies elaborating on the link between project management and entrepreneurship. This study aims at contributing to an evolving body of knowledge integrating project management and entrepreneurship by building new theory regarding the application of the project metaphor by start-ups. Based on the existing research linking project management and entrepreneurship through the concept of the temporary organisation, this study explains the process of embracing a project- based view of start-ups as well as its implications on start-ups. These findings will be supported by the development of a visual model and propositions for further research. The study is using grounded theory as a research methodology which is considered to be appropriate given the nascent state of the previous research as well as the underlying research questions. In total eleven unstructured and semi-structured interviews were conducted with start-ups which comply with the synthesized start-up characteristics. The data analysis benefited from using open, axial and finally, selective coding as suggested by the grounded theory approach. Answering the first research question, the study’s findings are reflected in a model which explains how the project-based view unfolds. Overall, the process of a project- based view takes two directions: the external and the internal project-based view. The external project-based view - meaning that the whole start-up is seen as a temporary organisation - starts once the start-up team members decide to commit themselves to the project when the entrepreneurial opportunity is constructed. The start-up is then seen as being temporary due to external pressure and a bounded time period. However, although being temporary, the start-up still aims to transit to a permanent state. The internal project-based view suggests that the start-up’s strategy making process is followed by the strategy realization which is performed either by a sequence or by a multi-project approach, or a combination of both. Regarding the second research question, a project- based view enhances the start-ups’ operational and dynamic capabilities.

The current study is driven by the growing importance of learning capabilities within organizations. Nowadays an ability to constantly develop and improve based on mistakes and broadly apply successful experience is becoming a strategic competitive advantage in highly competitive business environment. This is even more relevant for project-based organizations, where natural specifics of project activities impose higher requirements in regards to their ability to learn quickly. At the same time, despite the existing number of recommendations there are only rare cases of successful systemic application of knowledge management activities in projectbased organizations. Thus, additional exploration of the topic is required through identification of critical factors that influence implementation process. From this standpoint an exploratory research has been conducted, including an exhaustive literature review and a qualitative case study in a single company, complemented with additional interviews in ten other organizations. The combination of scrupulously summarized theoretical insights from the existing extensive range of academic research and the data obtained empirically resulted in a comprehensive theoretical framework. This framework depicts all the recommended elements that need to be incorporated into a project-based knowledge management system, as well as a list of critical factors, which should be considered while rolling out a system in practice. The current study revealed some new factors, which critically influence the success of project-based knowledge management systems implementation. These new findings are also included into the final framework and supposed to help to eliminate the existing confusion regarding the topic. Therefore, the produced comprehensive framework is highly recommended for practitioners as a starting point for planning their knowledge management system implementations projects. It also suggests further exploratory opportunities.

Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom. Technology is rapidly changing the face of American education in ways that were barely thinkable as little as five years before and provides the possibility for student to collaborate and complete complex project-based tasks with further level of authenticity which connects to the students preferred method of learning and productivity outside the classroom. At New Tech high school in Coppell, Texas, the entire curriculum is based around this project-based learning in a technology-infused classroom. This qualitative, case-based study is designed to explore and examine the teachers' perceptions of the use of project-based learning, technology in this non-traditional environment. The study also investigates the teacher perceptions of students' response to project-based learning and the technology available to them in their project-based tasks. Finally the study discusses the finding and their possible implications for traditional educational environments.

A emergência do gerenciamento de projetos é uma resposta às exigências impostas pelo ambiente empresarial atual. Além de instrumento operacional para a adaptação e evolução organizacional, o gerenciamento de projetos exerce importante papel estratégico, principalmente em empresas cujo negócio tem por base a comercialização de projetos. Os modelos e a literatura sobre as especificidades do gerenciamento de projeto, nesse contexto, são, entretanto, relativamente recentes e pouco extensos. Este estudo colabora com a expansão do conhecimento sobre o tema, propondo, como problema de pesquisa, a identificação das características do gerenciamento de projetos, nas suas dimensões operacional, organizacional e estratégica, em empresas cujo negócio seja baseado em projetos. O estudo, que foi estruturado por meio de casos múltiplos comparados a um referencial bibliográfico, possibilitou a elaboração de considerações sobre a validade da teoria nos casos estudados e sobre necessidades de adaptações que foram evidenciadas. Concluiu-se que a atual teoria de gerenciamento de projetos precisa ser complementada para melhor adequação ao contexto dos negócios baseados em projetos. Essa complementação teórica foi realizada por meio da proposição de um modelo de referência de gerenciamento de projetos, adequado à realidade observada nos casos múltiplos estudados. / The emergence of project management is a response to the demands of today´s business environment. More than an operational tool for organizational adaptation and evolution, project management plays a strategic role, especially at companies that have businesses based on projects. The models and theory about project management characteristics at this context are, however, relatively new and rare. This study aim to expand the knowledge about the subject, proposing as research problem the identification of specific characteristics of project management in the operational, organizational and strategic dimensions at companies that have project based businesses. The study was based on multiple case study compared to the bibliographical referential which allowed the elaboration of conclusions about the applicability of the theory at the cases and about the adaptations made by the companies. It concludes that the today´s project management needs complementation for better adaptation to the context of project-based businesses. To fulfill this need, the study includes the elaboration of a new project management model, better suited to the reality encountered at the cases.

<p>Project networks are gaining importance for many project based organizations nowadays. Project based organizations carry non-routine and complex tasks by temporarily employing various specialists, allow more flexibility and are ideally suited for managing complexity and dynamic external environment. For managing a project based organization it is not only essential to have good know-how about the tasks involved but also to have good knowledge of potential project members and project partners. This leads to an increased interdependency among projects and focuses on the importance of project networks. In order to initiate a project a PBO mobilizes its network to bring potential project participants together.</p><p>Film making represents the pure form of project based organization since companies in this industry are formed in order to pursue specific project outcomes and are dismantled once project is completed. Organizations in the movie industry are highly dependent on project networks mobilization to carry out their project tasks. Since the mechanism of such mobilization process still remains unclear the main focus of this research is on how networks are mobilized in project based organization such as film making during the pre-production stage to carry out a specific project.</p><p>For the purposes of the research primary data was obtained as a result of semi-structured interviews with ten people involved in the film industry in Sweden. A mixture of specific and open-ended questions allowed receiving practical insight of film initiation process and narrating industry participants’ experiences on network mobilization for a film project.</p><p>During the study several factors were revealed that contribute to network mobilization process during the pre-production stage of film making as well as main activities of film making pre-production stage were discovered. The model was develop that combines the factors and pre-production stage activities to see which factors drive network mobilization for realizing each activity in this stage. The developed model permitted to analyze in details each factor and to reveal the degree of its influence on the pre-production stage in general. Results of the study show that network mobilization process is explained by several discovered factors and almost all of them help to mobilize the network to carry out each of the four activities in the pre-production stage to making a film.</p><p>The study concludes that since the identified factors contribute to network mobilization for realization of almost all of the activities in the pre-production stage of a movie project then they contribute to general network mobilization process in the preproduction stage for carrying out a movie project. The discovered factors facilitate the network mobilization process and help producers to attach potential participants to their projects.</p>

<p>Globally, the fast-changing business environment requires a period for people to learn and accept new information and knowledge which comes more quickly than ever before. E-learning systems, as by-products of information technology are popular today especially in those international organizations with subsidiaries in many countries around the world.</p><p>As typical project-based organizations, some market research companies in China have also adopted e-learning systems already for some years to meet the requirements of global learning and knowledge sharing. Therefore, the purpose of this study is to explore the role of an e-learning system in a Chinese market research company in Shanghai.</p><p>By examining the literature on learning, e-learning and project-based organizations, the research gap of e-learning in the context of project-based organizations has been defined. Through conducting semi-structured interviews in a Chinese market research company, the results demonstrate the current role of an e-learning system as an additional learning channel for individuals. This has not, however, brought significant changes from an organizational perspective due to many factors such as limited interactions between headquarters and local offices, language and cultural barriers, lack of top management support, and issue of time constraints.</p><p>In order to encourage the use of an e-learning system, the Chinese offices need to build a supportive learning environment internally such as providing a Chinese version, establishing the communication platform, leaving some flexible time for employees to learn and also to link the learning results to individual performance.</p><p>Moreover, the headquarters also needs to try to motivate the local (Chinese) employees to be more involved in the e-learning processes such as launching, maintaining and giving feedback to improve the effectiveness and also to push forward the impacts of e-learning from an individual level to team or organizational levels.</p>