Initiating the use of Computerised information systems (CISs) has become a global trend, including in Taiwan. Although CISs sound promising for improving clinical effectiveness and efficiency, evidence demonstrating their actual benefits is still limited. How CISs influence nursing practice and professionalism is not widely known, and the actual implementation process is not well understood. Hence, this study explores (1) the impact of CISs on the role of nurses and their practice, (2) the context of developing and implementing CISs, and (3) the practice politics underlying the use of information technologies in a Taiwanese hospital. A single, embedded, qualitative case study was conducted. Data collection used multiple methods, combining elite interviews with nurse managers (n=13) and informatics staff (n=3), five focus groups with front-line registered nurses (n=25) and 47 hours of non-participant observation in six wards in the case-study hospital. Data analysis followed a thematic approach, comparing and contrasting patterns among multiple perspectives. Four major themes emerged from the analysis. Firstly, the development of CISs was a result of negotiated order and relied upon interdisciplinary collaboration. Through interdisciplinary interactions of negotiations, covert negotiations and renegotiations, the exercise of power and power imbalances were recognised. Secondly, a top-down approach was adopted in the implementation process. In order to move computerisation forward, head nurses acted as change agents in gaining compliance from nurses. Front-line nurses showed generally positive attitudes towards computerisation. Being daily system users, front-line nurses were relatively powerless and were compliant with the top-down implementation; however, they grumbled at the same time. Thirdly, through system design strategies to structure clinical activities and increase information transparency, CISs became helpful tools in achieving standardised practice, tightening up managerial surveillance and control and clearly defining employees' accountabilities. Finally, whilst convenience and efficiency were perceived as the results of computerisation, hardware problems and the burdens of the computerisation process created hidden work in nursing practice, which required nurses to care for computers whilst caring for patients. Through the lens of several social theories, the study findings indicated that power in developing and implementing CISs was not in the hands of the nursing profession. The findings manifested the disciplinary power of computer technology and also suggest that computerisation may de-skill the nursing profession which may reignite the technology and skilling debate. Although generally believed to facilitate performance efficiency, this study found that computer technology created unfavourable consequences, for example hidden work, which seems to be unrecognised in the literature. Computers became the nurses 'co-client' and consequently took time away from patient care so computerisation may not be as efficient and effective as expected. Finally, a qualitative case study was found to be an appropriate methodology to explore this complex issue comprehensively and holistically. However, this small, single case study was conducted in one location in Taiwan. More research is needed to verify the findings which may have significant implications for management, policy and practice.

This study sets out to interpret pupils’ and teachers’ perceptions about learning in visual arts in the context of the third year visual art class of one of the three specialist arts schools in Greece. The rationale for the research was to understand how pupils and teachers in this type of specialist arts school perceived the learning process, which could have some transfer value to other contexts of learning in the visual art subject. The research may contribute to the body of knowledge and the practice of art education in Greece, and possibly inform future curriculum development in the subject. In Greece, since 1985, the development of art education and pupils’ aesthetic understanding has been one of the five fundamental aims for secondary and primary education. To improve art education at the primary and secondary level, the Greek Ministry of National Education and Religious Affairs has undertaken several initiatives. One such initiative has been the development of specialist arts schools. These alternative specialist schools exist in several European countries. In 2003 the Greek Ministry of Education announced the establishment of the first arts school of the country. The year the research was conducted 2008-2009, three arts schools were operated in Greece. The research endeavoured to understand issues related to the learning process in one of the new specialist arts schools, as perceived by third year pupils (aged fourteen and fifteen years old) and their visual art teachers. The research used the interpretive research paradigm, as it is the most suitable method to explore the socio-cultural reality in which the pupils and teachers are situated. Qualitative data were collected using semi-structured interviews, observations, and focus groups. The analysis of findings revealed a learning experience very closely related with the philosophy and the content of the Greece’s national curriculum of visual art. However, according to the findings of this study further attention needs to be given to the issue of developing imaginative thinking, within the framework of the art curriculum. The study proposes an alternative version of the art curriculum, with a view to facilitating imaginative thinking, in the art curriculum of specialist arts schools in Greece as well as the teaching of art in normal secondary schools. It is hoped that the results of the study will offer ground for discussions and oppositions in the area of art education in Greece, in which area not much research has been undertaken. The study’s proposal for the revisions to the existing art curriculum for the specialist arts schools, as they are resulted from evidences embedded in pupils and teachers views, stress on the significance and the originality of the findings and for this reason it is hoped to concern the writing aspect of Greece’s future curriculum writers. This will add to the development of art education in Greece and further will foster relationships between the members of the particular school where the research was carried out.

The Storyline method requires learners to create a fictive world and take on the role of characters in a story which they develop themselves. The story, co-created with the teacher, is based around a topic in the curriculum. In the course of the story, key questions based on curriculum-mandated aims are asked by the teacher in order to engage the learners in tasks during which learning occurs. Although Storyline has been used for many years in the classroom, its applicability to the foreign language classroom has only been researched recently and not extensively. By establishing a simulated ‘real world’ and providing students with ownership of their learning, students can use and improve their language skills, developing intercultural communicative competence in a meaningful context. This action research case study investigated the impact of the Storyline method on the foreign language classroom in the context of teaching military linguist cadets at a Russian university. A fictive base of a United Nations military observation mission, invented by the students themselves, served as a meaningful context for learning. The aim of the study was to improve the effectiveness of teaching in terms of developing language skills and raising student motivation, in the context of teaching English as a foreign language to military linguist cadets. The study found that the student response was positive, with improvements in motivation and satisfaction with the teaching and learning process. Moreover, students also showed improvements in terms of English language skills. It was also discovered that Storyline could benefit from adaption to include form-focused instruction for teaching grammar points. Additionally, explicit explanations of certain Storyline activities, in particular art work, might be beneficial when working with military linguist cadets. Ultimately Storyline was found to be an effective foreign language teaching method for military linguist cadets in Russia and has potential for use in other foreign language teaching for specific purposes contexts owing to its capacity for making language learning more relevant to the real life contexts in which professionals find themselves.

The construction industry is facing ever more challenging targets to reduce the environmental impact of new-build and refurbishment projects. The construction industry has failed to adopt renewable energy technologies (RETs) into mainstream construction projects; however, this aspect of the construction challenge needs addressing by large contractors. This thesis has established that there is a need to educate contractor personnel in the application and integration of RETs into construction projects to ensure that the construction industry can preserve its legacy for future generations. In order to improve the construction industry s use of renewable energy in building projects, it was necessary to reassess how the industry viewed energy. Contracting organisations have a diverse workforce, a fact established through a company-based desk study, workshops, interviews and surveys; this guided the direction of the project to satisfy the aims and objectives. The initial research findings enabled development of a strategy to improve RET knowledge within a UK contracting organisation. This research has developed trialled and tested a training programme aimed at educating construction professionals on the application of RETs that are relevant to new-build construction projects, and at improving knowledge sharing within a contracting organisation. Training material has been developed that includes six RET handbooks, a sustainability workshop incorporating RETs, an e-learning suite of online modules designed to suit a range of construction disciplines from designers to site-based staff. In addition, the research improved business practice through supporting knowledge share across all business units in addition to identifying the benefits of post-occupancy evaluation. The research has impacted the sponsoring organisation on several business elements including creation of a new business unit to assess completed projects in order to inform design and construction on future projects leading towards improved knowledge management on RETs. The e-learning component uses a combination of graphical imagery, audio voice-overs, knowledge-checks and assessment gathered from active construction projects to enable employees to engage in knowledge and experience sharing on a project-by-project basis, and organisational learning through case studies and post-occupancy evaluation of completed projects. Feedback received from the pilot study of the training materials has been encouraging and positive. While further research is required to measure the long-term effect of the initiative on the workforce population, a six month review suggested that a refresher course is required bi-annually to ensure the workforce score consistent results in the assessment and to update the training with new project experience to share within the organisation. The wider impact on the industry is to showcase the potential learning benefits of post-occupancy evaluation (POE) to contractors and the industry as a whole. The research has highlighted typical industry practice within a contracting organisations regarding knowledge sharing within the company and has demonstrated the improvement on employee knowledge after introduction of a training initiative utilising POE (typically a consultant tool) during the construction phase to prevent re-inventing the wheel . Through regularly and collectively sharing information and project experience, it is envisaged that the full range of contractor disciplines will have increased interaction to ensure all perspectives are accommodated during the design, construction and facility management phases of a building s life cycle.

The thesis proposes a method for teaching computer simulation. The method involves the use of a large-scale real-life project which had been carried out by the author on a consultancy basis. This project has been developed into a teaching package which is intended for a wide spectrum of students, thus little knowledge of mathematics is assumed. This method has been found to be the most successful one by the author in over twenty years of experience with different types of students and this particular package has been tried successfully with a group of students in Hong Kong. The.real system and the relevant problems involved are first described and considered. From this an extremely simplified version is then extracted. Solution methods are considered and the usefulness of simulation demonstrated. The tools required for a simulation are then introduced, the simulation language used being GPSS which is considered by the author to be the most appropriate on the basis of ease of learning and future usefulness. In a series of steps realistic complications are added to this simple system while in parallel the required extra elements of the simulation language are introduced building up to the final simulation of the real system by the students who will by then have a thorough grasp of GPSS. They will also have had the experience of developing a full-scale simulation model. At this stage the students will be in a position to apply their knowledge and experience to problems in other fields and the author hopes that the lecturer will be motivated to develop similar projects for teaching in other areas.

The main motivations of this thesis are to bring new insights into the different forms of international assignment in a non-multinational context. For this purpose, the dissertation provides new evidence on the roles of different forms of international assignees in offshore insourcing and outsourcing arrangements. The thesis is based on four research essays. The first chapter develops a conceptual framework that links the extent of international assignments to the characteristics of service offshoring strategies in terms of drivers, task complexity, governance mode, and host country location. We argue that offshoring strategies are associated with different needs for control, coordination and transfer of tacit knowledge. Those needs are in turn best served by using a different combination of international assignments. The model suggests that opting for extensive international transfers when the offshoring strategy does not require doing so, exposes firms to unnecessary extra costs. On the contrary, limiting the use of international transfers below the level required to guarantee cross-border control, coordination and knowledge transfer increases the risk of not being able to integrate the offshored services. Therefore, the adequate use of various forms of international assignments (such as expatriation, inpatriation and virtual assignments) constitutes an important capability for the offshoring organization to be able to integrate globally dispersed value chain activities whilst at the same time containing costs. The aim of Chapter 2 is to develop a comprehensive integrative framework that provides a deeper understanding of the use of expatriates and inpatriates to exert control in the specific context of offshore outsourcing. This study extends the agency theory by investigating different practices used by expatriates and inpatriates to exert control on third party providers in order to reduce the agency problems of the client-provider relationships. The research approach consists of an exploratory qualitative study of 32 offshore outsourcing initiatives from 32 companies located in Belgium. The model suggests that even though expatriates and inpatriates play a vital role in exerting control through different strategic control practices implemented in the client company or the third-party provider, they may differ in various matters. Companies prefer to use inpatriates than expatriates as the latter is difficult to find, costly, have an attitude of dominance, and have difficulties in adjusting to the new environment. The specific advantage of using inpatriates is that they provide unique understanding and insight into ‘why things are happening’, which is difficult for expatriates to decipher. This emphasises that the process of inpatriating offshore members into the client company appears to hold significant potential in exerting control in offshore outsourcing relations. Control is a role that has traditionally been attributed to expatriates. Our research shows that inpatriates offer valid alternative with several advantages in the context of offshoring.Chapter 3 develops a comprehensive framework of potential factors responsible for hindering the learning process of offshore team members that should be considered in an offshore insourcing context. This paper adopts a longitudinal case study approach for over a period of one year for studying a large firm in the financial services sector based in Belgium and offshoring its service in Poland. The study focuses on a firm that has set up its own service operations abroad using an offshore insourcing arrangement. Based on a longitudinal study, this research recognizes delayed barriers that still hinder the learning process of offshore team members. Unexpectedly, the study demonstrates that the role of expatriates and inpatriates is an influencing factor (positive or negative) in the learning process of offshore team members. In addition, the results highlighted the fact that short-term perspectives for companies to fully benefit from their actions may not be the solution to enable offshore team members to learn their tasks efficiently in the long-run. Even though offshoring provides access to lower costs and specialised resources, the primary challenge faced by companies is to be able to manage its knowledge efficiently across locations and facilitate the access of knowledge to its offshore team members. The purpose of chapter 4 is to explore how a large firm in the financial service sector transfers different types of knowledge, particularly through different forms of international assignees in an offshore insourcing arrangement. This study adopted a single in-depth case study of a firm based in Belgium where his offshore location is in Poland. The findings from 31 interviews concluded that different forms of international assignees are used in the form of complementary sequences to transfer various types of knowledge during the offshore insourcing arrangement. Therefore, all international assignments are not the same and should not be generalised into one category. Further, the findings offer qualitative evidence to support the roles of different forms of international assignees for creating and retaining new knowledge and avoiding knowledge loss for the organisation. / Doctorat en Sciences économiques et de gestion / info:eu-repo/semantics/nonPublished

Information and Communication Technologies (ICTs) are becoming increasingly prevalent in peoples’ daily lives due to the presence of e-government. This research aims to identify and understand factors affecting the adoption and use of e-government services in a public sector organisation in a developing country, in this case, Abu Dhabi Police Force (ADPF) in the United Arab Emirates (UAE). For this purpose a theoretical framework based on existing e-government and e-services literature was developed. To determine its applicability, a qualitative approach involving 200 participants’ interviews was used in this study. The questions for the interviews were based on the constructs derived from classic theories in the literature. The theories are: Diffusion of Innovations Theory (DOI), Technology Acceptance Model (TAM), Decomposed Theory of Planned Behaviour (DTPB) and e-Commerce’s Trustworthiness models. The research study results revealed that departments that had roles and responsibilities aligned with government online products and services, adopted e-services better. Where training and awareness was provided, individuals adopted e-services better, and where trust in the provision of e-services was divided in two. The first relates to e-services being better than a manual service as e-services provide clarity and transparency. The second form of trust aligns with confidentiality and privacy. A subset of the research revealed that demographic factors that include, an organisational structure position and the role that one has, inhibit or encourages the use and adoption of e-services. The contributions from this research are anticipated to be a better understanding of the adoption, diffusion and use of e-services in the UAE region. For theory, this research study provided a diverse approach (qualitative research) in an organisational context, the development of a conceptual framework specific to Abu Dhabi’s public sector department and finally, there is research conducted on government to employee e-services in Abu Dhabi, a rare occurrence. For policymakers, the contribution of this research is that the research can understand the impacts of policies and strategies used for developing and implementing e-services. For practice the contribution can be in the form of results that organisations providing external consultancy services in the UAE can identify and understand. Therefore, results such as, lower positions individuals in departments not utilising e-services emerged and suggest that awareness should be inherent within the organisation. By doing so, fewer risks and waste of resources in the form of time and personnel can be avoided.

The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo / Certificate for Teaching English&rdquo / (CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo / perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

This is the story of a project to connect the resources of a university to the struggles of a group of Congolese asylum seekers in the city of Derby. It represents a case study of a whole process: this includes a specific project established to explore how a university might fulfil its stated goals of being closely anchored in the local and regional community; and how it might engage and marshal its resources to provide educational and maybe research opportunities, while giving priority to community-based projects that tackle social disadvantage. The thesis is made up of a number of overlapping elements: there is the story of the project itself, of why the University became involved, and the nature of the interaction with a particular community, as seen through the eyes of some of the Congolese and me the project coordinator/researcher. It includes my struggles to establish a steering committee with the Congolese and the creation of a range of educational/recreational resources to help members of a community manage the difficult, stressful and even traumatic processes of asylum. The project led to the establishment of a community association and various initiatives to dialogically engage with the community and gather diverse narratives. Finally it led to various outcomes leading to what might be a ‘Reconnecting the hearts and minds’ project, that created spaces for story telling for a number of women and men migrants. The project also included an evaluation, which developed at its core, into a collection of narratives chronicling the difficult processes of forced migration, where people experience the pain of family separation, the dislocation of landing in a foreign country. A country whose language was different, whose customs were strange and where the processes of claiming asylum could be alienating, and where racism is experienced. We can call this project and its evaluation a piece of action research with a series of narratives at its heart. The project and evaluation together raise questions about the role of creative activity and narrative in managing painful transitions. There is another story within the bigger one, however, a story of a project coordinator and his relationship with the community and the University of Derby ... of initial enthusiasm followed by marginalisation and the closure of a supportive community development unit in the University; and of the placement of this role, for want of a better home, in the marketing department. This is also a narrative of registering for a doctorate, of being rejected, and of seeking to think through, with the help of others, what a good enough doctorate might entail. The end product has become a process of auto/biographical narrative reflexive research in which the narratives of the migrants intertwine with the researcher’s own; around the themes of dislocation, and of the struggles for voice and agency. The basic threads of the study are of a dislocating experience, and of how resources of hope can be found in creative activity – whether a sewing class, telling stories, fashion shows or engaging in auto/biographical narrative reflexivity. The basic argument has to do with tokenism and the disrespect that can surround university civic engagement as well as how asylum seekers are treated callously more generally; but also how resources of hope can make a difference. There is also the troubling issue of voice in research and whose story really counts; of a white, middle class male engaging with distressed women migrants, and of what might have been a silencing of the women concerned. But through values of commitment, and of learning to listen, the project became more dialogical, as evidenced in the women’s stories.

Most of prior multilevel studies on trust in inter-organizational relationships place much emphasis on specifying the level of analysis at which trust occurs (i.e. individual, group, or organization level) while overlooking the level of management, which refers to the hierarchical echelons within an organization. In addition, more often than not, the inter-organizational context where trust develops is not specified. Integrating both levels-of-analysis and levels-of-management perspectives, the dissertation investigates the distinctive trust dynamics at two hierarchical echolons, to understand the cross-level interaction between these echelons which leads to the establishment of shared trust in the partner organization and the formation of organization-level trust, and to contemplate the factors that might lead to within-organization trust heterogeneity. The focus on the management level also enables to discern contingencies associated with the trust development process in horizontal alliances as opposed to vertical alliances. Adopting the case stud method, the alliance between KLM and Northwest Airlines is investigated to illustrate key concepts in the developed theoretical framework and to buld a stronger case for future large-scale empirical studies.:CHAPTER 1: INTRODUCTION 1.1. Motivation for the dissertation 1.2. Objectives of the dissertation 1.3. Key contributions of the dissertation 1.4. Structure of the dissertation CHAPTER 2: THEORETICAL BACKGROUND 2.1 The concept of trust in strategic alliances 2.1.1 Definition of trust 2.1.2 Levels of trust 2.1.3 Trust development in strategic alliances 2.2 Boundary spanning roles in strategic alliances 2.2.1 Nature of boundary spanning roles in strategic alliances 2.2.2 Hierarchical perspective on boundary spanning roles CHAPTER 3: THEORETICAL FRAMING 3.1 Theoretical model of trust development in strategic alliances 3.1.1 Initiation stage 3.1.2 Negotiation stage 3.1.3 Formation stage 3.1.4 Implementation stage 3.2 Boundary condition of trust development 3.2.1 Interpersonal-level characteristics 3.2.2 Firm-level characteristics 3.2.3 Alliance-level characteristics 3.3 Discussion 3.3.1 Integration of level of analysis and level of management 3.3.2 Within-organization trust homogeneity vs. heterogeneity 3.3.3 Context of analysis: vertical alliances vs. horizontal alliances CHAPTER 4: ILLUSTRATIVE CASE STUDY 4.1 Objective of the empirical study 4.2 Rationale for case study methodology 4.3 Research Design 4.3.1 Data collection 4.3.2 Data analysis 4.3.3 Validity and reliability of the study 4.4 Results 4.4.1 Alliance background 4.4.2 Impact of corporate-level trust on operating-level trust 4.4.3 Influence of operating-level trust on corporate-level trust CHAPTER 5: IMPLICATIONS, LIMITATIONS AND CONCLUSION 5.1 Implications of the dissertation 5.2 Limitations of the dissertation 5.3 Conclusion REFERENCES APPENDIX