<p>This is an essay about health promotion and organisation development. The problem concerning all health issues that can be tied to work related illnesses has long been a problem in Sweden. For example did this problem alone cost the Swedish government 25 million crones a day between the years 2000-2001. This is a major issue and there is lots of money to save in this area. This is why we wanted to research how to promote health by changing the structure of the selected company. One model that has been given more approval is the flat team based organisations where the workers themselves get to take vital decisions concerning for example their own workstation and work hours. There are no bosses telling them what to do. The teams that the workers are placed in have all the control over their station and the thought is that the teams are going to work as a business in the company itself. With this in mind we would like to shed some light on which conditions team based organisations have for pursuing health-promoting work. This leads us directly in on our problem based questions at this matter.</p><p>· How can a team-based organisation be described and understood from a healtpromoting perspective?</p><p>· Which terms are important in a team-based organisation to develop a health promoting work climate?</p><p>A part of the result of this study shows that to provide a good work climate in a team based organisation you have to have a leader that dare to let go a hand over the responsibility to his co-workers. His role has changed from a leading boss to a guide that works as a sounding board. Because of more people being involved in the whole process the communication is a vital part in making the new organisation work. As well as communication, learning new things is also a part in making the personnel more involved in the company. With knowing comes insight that brings a more meaningful feeling to the minds of the workers. So to make this short, learning, communication, understanding, a guiding leader and a sense of meaning is some of the most vital things to have in mind when creating a more inspiring environment for your co-workers.</p> / <p>Mellan år 2000 och 2001 hade staten sjukfrånvarorelaterade kostnader på cirka 25 miljoner kronor per dag (personlig kommunikation med forskaren Gunnar Aronsson från Arbetslivsinstitutet). Av detta kan det förstås att sjukfrånvaron är ett stort problem för såväl staten som företagen runt om i Sverige. Massor med pengar finns att spara, frågan är bara hur man ska gå tillväga. Ett sätt att få bukt med problemen har varit att företagen har börjat se över sina organisationsuppbyggnader och hur de kan utformas för att skapa friskare arbetsplatser. Bland annat har teambaserade organisationer blivit allt vanligare där integrering av medarbetarna i verksamheten är en central del. Tanken är att ta vara på medarbetarnas kunskaper och göra dem delaktiga och ansvarstagande. (Hanson, 2004, s. 25,229-230)</p><p>Med bakgrund av detta är syftet med denna uppsats att utveckla kunskap om den teambaserade organisationens förutsättningar att bedriva ett hälsopromotivt arbete. Detta gör vi genom att studera ett företag som både har etablerat en teambaserad organisation och utvecklat ett hälsopromotivt arbetssätt. Vi har använt oss av en kvalitativ intervjustudie där sex av medarbetarna på företaget har intervjuats. Dock är syftet även att ta det hela ytterligare ett steg genom att inte endast se på saken utifrån det valda företagets perspektiv, utan även med hjälp av lämplig litteratur på området se mer generellt på vad en teambaserad organisation betyder för ett hälsopromotivt arbetsklimat. Därmed lyder våra frågeställningar som följer:</p><p>§ Hur kan en teambaserad organisation beskrivas och förstås utifrån ett hälsopromotivt perspektiv?</p><p>§ Vilka villkor är väsentliga inom en teambaserad organisation för att utveckla ett hälsopromotivt arbetsklimat?</p><p>Resultatet av undersökningen visar att det är betydande för ett hälsopromotivt arbetsklimat i teamorganisationer att ha en ledare som vågar släppa ansvar och befogenheter till sina medarbetare och som mer fungerar som en stöttepelare och vägledare än en som talar om vad som ska göras. Vidare har kommunikation visat sig vara betydelsefullt för att medarbetarna i teamen ska förstå och lära känna varandra och kunna samarbeta på ett bra sätt, vilket gör att det blir roligare och lättare att gå till jobbet. Att satsa på kompetensutveckling är ett tredje villkor för att utveckla ett hälsopromotivt arbetsklimat. Att hela tiden lära sig nya saker stimulerar människan och skapar ett engagemang och en ökad förståelse för hur saker och ting hänger samman på arbetsplatsen. Har man denna förståelse blir det lättare att hantera situationer som uppstår, vilket i sin tur leder till att en meningsfullhet för den aktuella saken kan kännas.</p><p>I arbetet har vi även lyft fram relationen mellan effektivitet och humanitet. Det är nämligen så att teambaserade organisationer inte endast har kommit till för att främja medarbetarnas hälsa. Det har även varit en metod för att öka effektiviteten på företagen. I och med att man tar vara på människans kunskaper och låter dem vara kreativa och ansvarstagande tror man att det är ett vinnande koncept både för medarbetarna själva och för företaget. Dock har det visat sig att det många gånger istället har lett till utbrändhet på grund av otydlighet och minskad fritid. (Hanson, 2004 s. 23-26) Men efter att ha genomfört denna studie där ett företag som har lyckats med sitt hälsopromotiva arbete har studerats har vi funnit att det viktigaste är att sätta människan i centrum. Hon måste komma före vinstintressen. Genom att se och prata med alla medarbetarna kan både ledaren och arbetskamrater upptäcka om något inte står rätt till med någon. Det är också viktigt att ledningen har en öppenhet mot sina anställda och informerar och kommunicerar ut hur företaget ligger till och så vidare. Det leder till en trygghet för de anställda.</p>

O estudo da biologia animal, tendo como eixo integrador a evolução biológica, é uma forte recomendação no currículo nacional. A temática é bastante importante para a construção dos saberes científicos acerca da noção de diversidade, funcionamento dos ecossistemas e dos processos evolutivos, fisiológicos e morfológicos dos seres vivos. O foco no processo de ensino e de aprendizagem deve ser o desenvolvimento das capacidades de pesquisar e analisar informações, da capacidade de aprender e de adotar uma postura engajada em prol do meio ambiente. Dentro desse contexto o professor deve adotar estratégias metodologicamente ativas com valorização da contextualização, de atividades dinamizadas e colaborativas para contribuir para uma aprendizagem significativa. As atividades escolares devem ser pensadas sob a ótica da participação ativa do aluno, valorizando seus conhecimentos prévios para, desta forma, promover a aquisição do conhecimento e o desenvolvimento das habilidades e atitudes necessárias para o domínio das competências indicadas nos Parâmetros Curriculares Nacionais. A proposta para este trabalho envolveu a elaboração de uma sequência didática cuja fundamentação teórica foi pautada nos seguintes aspectos: a Aprendizagem Significativa de David Ausubel, a abordagem sociointeracionista de Vygostsky e a Metodologia Ativa da Aprendizagem Baseada em Equipes (ABE) proposta por Larry Michaelsen. A metodologia utilizada na pesquisa foi composta por diferentes estratégias sob uma abordagem quali e quantitativa de pesquisa-ação em duas turmas do segundo ano do Ensino Técnico Integrado ao Médio na disciplina de Biologia. Foram propostas atividades que, em sequência, possibilitaram o desenvolvimento de competências específicas da biologia e competências transversais: a aplicação adaptada da ABE e um projeto escolar de observação de aves. Ao mapear os resultados de todas as etapas, que incluiu análises de índices e formulários de opinião, o pesquisador pôde observar que atividades desencadeadas sob um viés construtivista contribuíram para o aproveitamento e satisfação escolar. / The study of animal biology, having as an integrating axis the biological evolution, is a strongly recommended topic in the national curriculum. The theme is very important for the construction of scientific knowledge about the notion of diversity, functioning of ecosystems and the evolutionary, physiological and morphological processes of living beings. The focus on the teaching and learning process should be the development of the research capacity and analytical skill, the ability to learn and to develop an awareness of the environmental issues. Within this context, the teacher must adopt methodologically active strategies with valuation of the contextualization, of dynamic and collaborative activities to contribute to a significant learning. School activities should be thought from the perspective of the active participation of the student, valuing their previous knowledge in order to promote the acquisition of knowledge and the development of the skills and attitudes necessary for the mastery of the competencies indicated in the National Curricular Parameters. The proposal for this work involved the elaboration of a didactic sequence whose theoretical foundation was based on the following aspects: Significant Learning of David Ausubel, the socio-interactionist approach of Vygostsky and the Active Methodology of the Team-Based Learning (TBL) proposed by Larry Michaelsen. The methodology used in this research was composed by different strategies under a qualitative and quantitative approaches of action- research in two classes of the second year of Integrated High School and Technical Education in the discipline of Biology. Activities were proposed that sequentially enabled the development of specific competences of biology and personal soft skills: the adapted application of the TBL methodology and the School Bird-watching Project. By mapping the results of all steps, which included numerical index analyzes and opinion forms, the researcher was able to observe that activities triggered under a constructivist bias contributed to academic achievement and satisfaction.

INTRODUCTION: Motivational Interviewing (MI) is an evidenced based counseling style to elicit health behavior change. Team-based student clinics are an ideal climate for students to learn and practice team-based care, yet little is understood as to how client-centered communication styles such as MI are implemented in a team setting. PURPOSE: The purpose of this dissertation was to conduct an exploratory study using mixed methods to better understand how an MI training translates to team-based communication with clients, the factors impacting team-based implementation of MI, and how team-based MI impacts clients’ perceived autonomy at a student-led, interprofessional, team-based wellness clinic for low-income seniors. METHODS: Fifty-five clinic sessions were audio recorded and participants completed the Health Care Climate Questionnaire to measure perceived autonomy support, 16 clinic participants were interviewed, and 15 health care students participated in four focus groups. The recordings were coded with the Motivational Interviewing Treatment Integrity code (MITI 4.2.1). Independent t-tests, and multiple regression models were used to assess differences in MITI scores, association between MITI scores and team/patient characteristics, and associations between MITI scores and perceived autonomy support. Interviews and focus groups were qualitatively analyzed to identify themes. RESULTS: A short training in MI was not associated with MI proficiency as measured by the MITI, and student teams were found to overstate their use of MI on team-report measures. Less education, older age, and a larger team size were associated with lower MITI scores. High levels of perceived autonomy support were found across all clients, but MITI scores were not associated with perceived autonomy support. Clinic participant interviews identified benefits to engaging with the student teams including opportunities to socialize, as well as support in managing their health. The students found the MI training to be beneficial but noted that team dynamics ultimately effected MI use. CONCLUSION: It is possible to implement MI in team-based settings, but sufficient training and ongoing coaching is needed to ensure translation to practice. As health care programs continue to promote team-based care, further research is needed to fully understand how teams can effectively communicate with clients, and how they can provide the autonomy supportive environment needed to elicit internal motivation to engage clients in their own health management.

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2020 / Group Work Learning (GWL) has, over the past thirty years, grown in popularity as a pedagogy in Higher Education across the world, and has widely been documented as a more effective pedagogy in comparison to individualistic learning. However, research studies also warn against the uninformed use of GWL and the negative results thereof. Within popular modes of GWL such as cooperative learning, team because their use has proven to yield success and positive results. It is within this context that the study sought to reflect on the practices of GWL at the University of Limpopo with the view to arrive at refined contextual approaches- approaches that would be reflective and context driven. The study adopted a qualitative research approach, which is anchored in the interpretive research paradigm, and employed a descriptive and exploratory case study design to address the existing knowledge gaps. Semi-structured interviews with eight lecturers from the four faculties at University of Limpopo, observations with eight student groups and informal conversations with the eight student groups were used to collect data for the study. The key findings of the study were as follows: 1) Practitioners in the study did not employ any particular elements, guidelines, principles, models or theories to underpin their use of GWL as a teaching and learning strategy and 2) Individual and group accountability, poor participation and group dynamics remained a challenge in the use of GWL. The additional sub-findings were: 1) The intended or required learning was clearly articulated but focused mainly on learning content and minimally on skills development, values and attitudes, 2) Group formation and group size varied from group to group depending on class size and did not consider context. 3) Practitioners thought there was a need for the improvement of GWL, 4) The study identified challenges and possibilities for improvement. Based on these findings, I propose a guided, reflective and contextual approach to GWL that is cyclic in character, places the reflectiveness and context of the practices at the center of the process and in which the approach further connects the practices to all the other components that are key to GWL, namely: clear intended learning outcomes that are inclusive of skills, values and attitudes; clear task instruction; elements or guidelines underpinned by relevant group learning theories or models; as well as clear measures to xiii foster accountability. Group formation and group size based on a clear rationale, as well as continuous reflection on the process with a view to improving and refining the practices. Such an approach is likely to provide the student groups with some framework on how to learn together and complete their tasks/assignments and projects in a manner which is accountable.

O ensino de Física Geral nas universidades brasileiras é frequentemente relacionado a dois problemas correlacionados: dificuldade de aprendizagem e desmotivação. Ambos são agravados pela adoção estrita do método de ensino tradicional, com aulas essencialmente expositivas e praticamente sem o incentivo para a interação e colaboração entre os alunos para a aprendizagem dos conteúdos. O objetivo geral desta pesquisa é investigar a melhora na aprendizagem de Física e o desenvolvimento de crenças de autoeficácia em aprender física e em trabalhar colaborativamente por meio de uma adaptação do método de ensino ativo Team-Based Learning (TBL). Essas crenças estão diretamente ligadas à motivação, pois tratam-se de julgamentos que o sujeito tem sobre as próprias capacidades de organizar e executar cursos de ações específicos, os quais afetam seu desempenho, quantidade de esforço e persistência para alcançar seus objetivos. O TBL tem como foco melhorar a aprendizagem e desenvolver habilidades de trabalho colaborativo, por meio de uma estrutura que envolve: o gerenciamento de equipes de aprendizagem, tarefas de preparação e aplicação de conceitos, feedback constante e avaliação entre os colegas. Procuramos responder às seguintes questões: (i) Em relação ao desempenho dos alunos em testes padronizados sobre conceitos básicos de eletromagnetismo, quais os principais resultados alcançados com a implementação do TBL em uma disciplina de Física Geral (Eletromagnetismo) em um curso de Física numa universidade pública brasileira (UFRGS)? (ii) Quais as atitudes dos alunos em relação à mudança de método de ensino tradicional para o TBL? (iii) Como o TBL influencia os estudantes em relação às suas crenças de autoeficácia em aprender física e em trabalhar colaborativamente? Para responder a tais questões, adotamos as orientações metodológicas para estudo de caso de Yin e, a fim de responder a terceira questão de pesquisa, utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura. Para a investigação, realizamos um estudo exploratório que teve duas unidades de análise, uma ampla (a turma, com 27 alunos concluintes) e outra específica, João, um sujeito cujo senso de autoeficácia inicial era baixo e que possuía um histórico de reprovações no curso de licenciatura em Física. Os resultados mostraram que os ganhos normalizados médios da turma nos três testes padronizados que foram aplicados foram semelhantes àqueles atingidos por outros métodos ativos de ensino e superiores a resultados obtidos nos mesmos testes em turmas com o método de ensino tradicional. João obteve resultados similares à média da turma em dois dos três testes. As atitudes dos alunos frente ao método de ensino foram positivas tendo sido destacadas principalmente, as tarefas de estudo prévio e as discussões em equipe. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização das atividades previstas. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, por meio das principais fontes destacadas por Bandura: experiências positivas e vicárias, persuasão social e redução de estresse. Concluímos que o TBL tem potencial para auxiliar na aprendizagem conceitual de Física e em desenvolver crenças de autoeficácia em aprender física e em trabalhar colaborativamente. Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente a aprendizagem, por meio de um referencial teórico específico, e relacioná-la com a mudança nas percepções de eficácia pessoal proporcionadas pelo TBL. / The introductory physics education in the Brazilian universities is frequently related to two correlated problems: students’ difficulties of learning and lack of motivation. In both cases, the strict adoption of traditional teaching method (lecturing), with a timid or non-existent incentive for interaction and collaboration among students, plays a major role. The main goal of this research is to investigate the improvement in the physics learning, the development of self-efficacy beliefs in learn physics and in work collaboratively through an adaptation of the active teaching method Team-Based Learning (TBL). These beliefs are directly linked to motivation, because they are based on judgments made by the individuals about their own capabilities to organize and execute specific courses, which affect their performance, amount of effort and persistence to achieve their goals. The TBL focuses on improving learning and develop collaborative work skills, through a structure which involves: management of learning teams, reading assignments and tests of concepts application, constant feedback and evaluation by peers. We tried to answer the following questions: (i) In relation to student performance on standardized tests about basic concepts of electromagnetism, what are the main results achieved with the implementation of the TBL in an introductory physics class (electromagnetism) in one physics course in a Brazilian public university (UFRGS)? (ii) What are the attitudes of the students regarding the change of the traditional teaching method for TBL? (iii) How TBL affects the students regarding their self-efficacy beliefs in learning physics and in work collaboratively? Therefore, to answer the questions, we have adopted the methodological guidelines for case study of Yin and in order to answer the third research question, we use the Social Cognitive Theory, in particular, the concept of self-efficacy, of Bandura. For the investigation, we conducted an exploratory study which had two units of analysis, a wide (the class, with 27 college students) and other specific, João, an individual whose sense of initial self-efficacy was short and had a history of failures in the course degree in physics. The results showed that the mean normalized gains of the three class standardized tests that were applied were similar to those achieved by other active teaching methods and superior to results obtained in the same tests in classes with the traditional teaching method. João achieved the class average in two of the three tests. The attitudes of the students about the method were positive having been highlighted mainly the reading assignments and team discussions. As negative factors were mentioned: the amount of work and not having enough time in class to carry out all the planned activities. About the self-efficacy beliefs in learn physics and in work collaboratively, we found that the beliefs of the students were positively influenced by the activities developed with the teaching method, through the main sources highlighted by Bandura: positive experiences, vicarious experiences, social persuasion and stress reduction. We conclude that TBL has the potential to assist in the conceptual learning of physics and developing self-efficacy beliefs in learn physics and in work collaboratively. Further research is necessary to continue this exploratory study, by investigating deeper into learning through a specific a theoretical reference and relate it to the change in perceptions of personal efficacy provided by the TBL.

<p>Contemporary society focuses heavily on the individual and this is also characterized by an individual thinking that many people contribute to. This is furthermore shared in the field of entrepreneur research studies where a profound deal of time has been focused on the personal qualities of specific entrepreneurs. However, in modern settings today many corporations originate in a team-based structure, which therefore leads towards a different approach rather than examining exclusively on individuality. Previous research shows that entrepreneurial teams are establishing and growing at a steady pace, yet studies within this field has not developed in an extensive fashion. Entrepreneurial teams can be defined as a group of people who share a common goal, usually consisting of two or more individuals who commenced a foundation from the early stages of that specific firm and who originated an initial idea. This therefore generates an interest to further investigate entrepreneur studies. The development of the individuality of entrepreneurship has been revised previously. Nevertheless, analyzing the underlying factors to why individuals tend to establish teams of entrepreneurship is a reoccurring topic to this day.</p><p>The main purpose of this study is to map out these underlying factors and investigate the fundamental preferences of the individuals who prefer to create team-based entrepreneurships.</p><p>This study is of a deductive layout and has been carried out in a qualitative method. Eight separate interviews were carried out with the originators of respective business corporations, and underlying factors have been mapped out with the help of theories within the field of entrepreneurship.</p><p>Subsequent to the gathering of primary empirical data and with the support of important theory studies, certain conclusions can be made. The underlying motives behind the formation of entrepreneurial teams can be characterized by earlier experiences, friendship, and the addition of members who acts as supplements to the team. But also a sense of affinity within the group, the spread of risk-taking, and furthermore an addition of enjoyment to the group are all important factors when investigating team entrepreneurship.</p> / <p>I dagens samhälle fokuseras det mycket på individen och många präglas utav ett individualistiskt tänkande. Detta kan även ses inom entreprenörskapsforskning där det en längre tid fokuserats på entreprenörens personliga egenskaper. När det i dagsläget är vanligare än man tror att starta företag i team, bör inte endast de personliga egenskaperna undersökas. Tidigare studier visar på att entreprenöriella team etableras och växer i snabbare takt, dock är forskningen om entreprenöriella team inte så utvecklad och omfattande. Definitionen av ett entreprenöriellt team, är att det består av en grupp personer som har ett gemensamt mål. Denna grupp består av två eller fler personer, som samtliga har varit med från idéstadiet av företaget. Det är därför av intresse att bygga vidare på den befintliga forskningen. Att utveckla entreprenörens personliga egenskaper är redan utforskat, men att kartlägga de bakomliggande faktorerna till varför individer tenderar att bilda entreprenöriella team är idag ett aktuellt ämne.</p><p>Syftet med undersökningen blir därav att kartlägga de bakomliggande faktorer individer har, som gör att de startar företag i team.</p><p>Undersökningen har en deduktiv ansats, som har genomförts med en kvalitativ metod i form av åtta intervjuer med grundare från respektive företag. Med hjälp av teorier inom ämnet har bakomliggande faktorer kartlagts.</p><p>Efter att empirisk data samlats in och analyserats med hjälp av teorierna har följande slutsatser härletts. De bakomliggande faktorerna till entreprenöriella team är att de haft tidigare erfarenheter som påverkat, att de är vänner, att addition av ny medlem medför en resurs som kompletterar teamet, att det skapar samhörighet, att riskerna sprids, att det blir roligare, att kapital saknas och att det hela kan bero på tillfälligheter som gör att man formerar ett team.</p>

Contemporary society focuses heavily on the individual and this is also characterized by an individual thinking that many people contribute to. This is furthermore shared in the field of entrepreneur research studies where a profound deal of time has been focused on the personal qualities of specific entrepreneurs. However, in modern settings today many corporations originate in a team-based structure, which therefore leads towards a different approach rather than examining exclusively on individuality. Previous research shows that entrepreneurial teams are establishing and growing at a steady pace, yet studies within this field has not developed in an extensive fashion. Entrepreneurial teams can be defined as a group of people who share a common goal, usually consisting of two or more individuals who commenced a foundation from the early stages of that specific firm and who originated an initial idea. This therefore generates an interest to further investigate entrepreneur studies. The development of the individuality of entrepreneurship has been revised previously. Nevertheless, analyzing the underlying factors to why individuals tend to establish teams of entrepreneurship is a reoccurring topic to this day. The main purpose of this study is to map out these underlying factors and investigate the fundamental preferences of the individuals who prefer to create team-based entrepreneurships. This study is of a deductive layout and has been carried out in a qualitative method. Eight separate interviews were carried out with the originators of respective business corporations, and underlying factors have been mapped out with the help of theories within the field of entrepreneurship. Subsequent to the gathering of primary empirical data and with the support of important theory studies, certain conclusions can be made. The underlying motives behind the formation of entrepreneurial teams can be characterized by earlier experiences, friendship, and the addition of members who acts as supplements to the team. But also a sense of affinity within the group, the spread of risk-taking, and furthermore an addition of enjoyment to the group are all important factors when investigating team entrepreneurship. / I dagens samhälle fokuseras det mycket på individen och många präglas utav ett individualistiskt tänkande. Detta kan även ses inom entreprenörskapsforskning där det en längre tid fokuserats på entreprenörens personliga egenskaper. När det i dagsläget är vanligare än man tror att starta företag i team, bör inte endast de personliga egenskaperna undersökas. Tidigare studier visar på att entreprenöriella team etableras och växer i snabbare takt, dock är forskningen om entreprenöriella team inte så utvecklad och omfattande. Definitionen av ett entreprenöriellt team, är att det består av en grupp personer som har ett gemensamt mål. Denna grupp består av två eller fler personer, som samtliga har varit med från idéstadiet av företaget. Det är därför av intresse att bygga vidare på den befintliga forskningen. Att utveckla entreprenörens personliga egenskaper är redan utforskat, men att kartlägga de bakomliggande faktorerna till varför individer tenderar att bilda entreprenöriella team är idag ett aktuellt ämne. Syftet med undersökningen blir därav att kartlägga de bakomliggande faktorer individer har, som gör att de startar företag i team. Undersökningen har en deduktiv ansats, som har genomförts med en kvalitativ metod i form av åtta intervjuer med grundare från respektive företag. Med hjälp av teorier inom ämnet har bakomliggande faktorer kartlagts. Efter att empirisk data samlats in och analyserats med hjälp av teorierna har följande slutsatser härletts. De bakomliggande faktorerna till entreprenöriella team är att de haft tidigare erfarenheter som påverkat, att de är vänner, att addition av ny medlem medför en resurs som kompletterar teamet, att det skapar samhörighet, att riskerna sprids, att det blir roligare, att kapital saknas och att det hela kan bero på tillfälligheter som gör att man formerar ett team.

This dissertation aims to contribute to the discourse on the future of manufacturing in Sweden. It is argued that the real threat does not come from lower wages in Eastern Europe and Asia. Rather it comes from an inability to make the most of existing manufacturing systems. The joint contribution of the underlying studies that this dissertation is based on provides compelling support for corroborating this line of thought. More important, however, is that in addition to showing that there is room for improvement, a lot of input is provided on how to act creatively for enhanced performance. The discussion on how to act mainly focuses on three research issues. First, enhancing continuous improvement capability. The continuous improvement abilities considered most important for Swedish manufacturers to develop are pointed out. That is, the ability to adopt a systematic and strategic approach to continuous improvements, the ability to lead the way towards continuous improvements, and finally the ability to involve customers and suppliers in continuous improvements. Furthermore, the likely positive performance impact of accomplishing this is clarified. Second, adopting the principles of lean manufacturing. Rather than reinforcing Taylorism, it is shown that lean manufacturing seems to contribute to the creation of sustainable work systems in Sweden. However, a broad process of change awaits the many companies that might aspire to transform their operations in this direction. In order to reap the full potential of this strategy, the work organisation, as well as management accounting and remuneration systems, must change, not only manufacturing processes. Third and finally, making more effective outsourcing decisions. It is shown that any positive effects of outsourcing manufacturing are more likely to be realized if concurrent initiatives are taken to develop the capability of the manufacturing function. The analysis also indicates a potential for taking a more strategic approach to outsourcing, i.e., outsourcing in order to increase focus on core manufacturing activities and take advantage of the supplier’s higher innovation capability. Moreover, a potential for selecting suppliers more appropriately is also indicated, such as by trying to achieve greater economies of scale. The chosen methodological approach has been to combine two large-scale surveys of representative samples of Swedish engineering industry companies with two multiple case studies. The surveys measured continuous improvement behaviours, lean manufacturing and outsourcing, and provides descriptive statistics as well as tests of theoretical assumptions. The case studies provide a deeper understanding of researched issues. One was designed to illustrate how the Balanced Scorecard may enhance the continuous improvement capability level, and the other, to hearing some voices of the empirical field. / QC 20100525

Title from first page of PDF document. Includes bibliographical references (p. 53-57).

Submitted by SABRINA RAMIRES SAKAMOTO null (ramiressabrina@hotmail.com) on 2017-12-14T23:27:03Z No. of bitstreams: 1 Dissertação Sabrina Ramires Sakamoto (1) 2.pdf: 3962981 bytes, checksum: e28df22cb165cea511578dd6166c823f (MD5) / Approved for entry into archive by ROSANGELA APARECIDA LOBO null (rosangelalobo@btu.unesp.br) on 2017-12-18T15:04:11Z (GMT) No. of bitstreams: 1 sakamoto_sr_me_bot.pdf: 3962981 bytes, checksum: e28df22cb165cea511578dd6166c823f (MD5) / Made available in DSpace on 2017-12-18T15:04:11Z (GMT). No. of bitstreams: 1 sakamoto_sr_me_bot.pdf: 3962981 bytes, checksum: e28df22cb165cea511578dd6166c823f (MD5) Previous issue date: 2017-11-21 / RESUMO Introdução. As metodologias ativas e os métodos inovadores de ensino-aprendizagem mostram uma movimentação do ensinar para o aprender e o desvio do foco do docente para o aluno, que assume a corresponsabilidade pelo seu aprendizado. A Aprendizagem Baseada em Equipes (ABE) é uma ferramenta relativamente nova, baseada em equipes, construtivismo, raciocínio aprofundado e no pensamento crítico. Objetivo. Analisar após 30 dias a apreensão do conhecimento em segurança cirúrgica em alunos de um curso de graduação em enfermagem, comparando aula expositiva dialogada presencial à aula com a utilização da ABE; Elaborar um produto e validar esse vídeo educativo direcionado aos professores do ensino superior. Método. O estudo foi realizado em duas etapas, (entre os meses de janeiro a março de 2017). A primeira, um ensaio clínico randomizado, desenvolvido na Universidade Estadual Paulista “Júlio de Mesquita Filho”, na Faculdade de Medicina de Botucatu, Curso de Graduação em Enfermagem junto à Disciplina de Enfermagem em Centro Cirúrgico. A amostra foram os alunos regularmente matriculados no 3º ano de graduação em enfermagem da disciplina. Foram randomizados em dois grupos, um com 14 alunos para intervenção experimental (ABE) e outro com 14 alunos para o grupo controle (aula expositiva dialogada). O desfecho primário foi a apreensão do conhecimento, após 30 dias da realização das aulas, comparando-se os grupos. A segunda etapa consistiu em uma pesquisa metodológica, de caráter descritivo, e no desenvolvimento e validação de um vídeo educativo, pelo Software Powtoon realizado no Núcleo de Educação a Distância Tecnologia Informação em Saúde (NEAD. TIS). O vídeo foi validado por 16 juízes especialistas na área de saúde e com experiência no uso de ABE, que responderam um questionário com 13 requisitos. Aspectos éticos e legais, foi cadastrado no Registro Brasileiro de Ensaios Clínicos ReBEC (número: RBR-4F32XY) e Resolução 466/12. Resultados. No ensaio clínico os alunos da avaliação do pré-teste mostraram no grupo ABE mais acertos do que no grupo da aula expositiva dialogada. Após 30 dias o grupo ABE também apresentou mais acertos, no entanto sem diferença significativa. Os índices de validação do vídeo tutorial criado variaram de 1,0 a 0,81, com média global de 0,89, valores considerados satisfatórios dentro do valor referencial teórico. Conclusões. Nesse estudo não houve diferença significativa entre os grupos. O vídeo foi construído embasado no referencial teórico de Falkembach e seu conteúdo foi validado por professores do ensino superior / ABSTRACT Introduction.As active methodologies and innovative teaching-learning methods, they show a move from teaching to learning and diverting the focus from the teacher to the student, who takes on a correspondence for their learning. Team-Based Learning (TBL) is a relatively new solution in equipment, constructivism, in-depth reasoning, and critical thinking. Objective. To analyze after 30 days the knowledge acquisition in surgical safety in students of a nursing undergraduate course, comparing the classroom with the use of TBL; Elaborate a product and validate this educational video directed to teachers of higher education. Method. The study was carried out in two stages (between January and March 2017). The first, a randomized clinical trial, developed at the Paulista State University "Júlio de Mesquita Filho", at the Faculty of Medicine of Botucatu, Undergraduate Degree following the course of Nursing in the Operating Room. A sample of the students regularly enrolled in the 3rd year of undergraduate nursing in the discipline. They were randomized into two groups, one with 14 students for the experimental intervention (TBL) and the other with 14 students for the control group (expository class). The primary endpoint was a knowledge seizure, 30 days after the classes, comparing the groups. The available information notice, technical description, categorized development, and no level and validation of an instrument warning, by our available numerical instrument powder. The video was validated by 16 expert judges in the area of health and experience without use of ABE, who answered a questionnaire with 13 requirements. Ethical and legal aspects, was registered in the Brazilian Registry of Clinical Trials ReBEC (number: RBR-4F32XY) and Resolution 466/12. Results. There is no clinical trial of the students of the pre-test evaluation showed any ABE group more successful than in the group of the dialogical expository class. After 30 days of the group ABE also presented more hits, however without significant difference. The validation indexes of the video tutorial created ranged from 1.0 to 0.81, with an overall mean of 0.89, values estimated within the theoretical reference value. Conclusions. In this study, there was no significant difference between groups. The video was built based on theoretical reference of Falkembach and its content to be validated by higher education teachers.