Manufacturing firms seeking to create and extend competitive advantage are striving to include more services into their offerings. Meanwhile, there are research gaps such as how frontline service providers influence organizational dynamic capabilities and how organizational dynamic capabilities can be developed in servitization need to be systematically studied and explicitly explained. Although service is characterized by service providers applying own knowledge and skills for the benefits of customers, service providers are traditionally looked as pure decision takers. The influence of service providers upon organizational dynamic capabilities is habitually underestimated.   Because solution is classified as the most common offering in servitization and project-based integrated solution is an essential category in solution the study launched in this thesis focuses on firms providing project-based integrated water treatment solutions. The attempt to fill identified research gaps is carried out in three steps by answering hereinafter questions: What roles the frontline service providers, project manager and team members, play in project-based integrated solution? How service providers can influence organizational dynamic capabilities in project-based integrated solution? What mechanisms service providers can leverage to develop dynamic capabilities in project-based integrated solution?   This thesis builds on the intersection of dynamic capability and servitization literatures and is complemented by insights from project-based organization researches. Knowledge about the micro-foundations of dynamic capabilities in project-based integrated solution is generated from literature review. Data on potential strategic roles of service providers, their influence on organizational capabilities, and mechanisms to develop capabilities are collected in semi-structured interviews. In this thesis, the strategic roles which project manager and team members play, and their respective influences upon organizational capabilities are differentiated. Meanwhile, data in relation with the service cocreators on customer side are also collected and analysed, and their influence on project performance is discussed. Overall, this study is qualitative in nature and the theory development follows a deductive in combination with inductive approach.   This study generates at least four theoretical contributions: firstly, it classifies the roles frontline service providers could play; secondly, it deepens the understanding of the influence frontline service providers could have on  organizational capabilities; thirdly, it explores the micro-foundations of dynamic capabilities in servitization; and fourthly, it provides preliminary findings about the influence of service co-creators. This study also brings multiple managerial contributions for example providing insights for managers to reconsider firm organizational structure, decision-making processes, human resource and knowledge assets management in servitization. Additionally, this study suggests that there are applicable mechanisms for firms to develop capabilities in project-based integrated solution. Finally, this study emphasizes that, to improve project performance, managers should also put more efforts on developing service cocreators’ capabilities.

This study is based on a theatre project which was carried through in spring 2020. The purpose of the study is to examine the role of the pedagogue in making the children co-creators in the production of the performance. The study is made in a drama pedagogical context, based on the art pedagogical perspective. The background answers to the inquiry about what a drama teacher is and does. Previous research describes various role functions that pedagogues, teachers and adults can take on in an artistic process together with children. The theoretical framework is based on Hart's theory of participation. The researcher in this study was also the pedagogue in the project being investigated and therefore conducts the study as a reflective practitioner. The analysis is performed according to the method of grounded theory. The result presents three parallel creative processes; Create for the group + Creative with the help of techniques/tools and Receptive listening + Creative through experience and Create with consideration + Indirect creating. It appears that the pedagogue works to create conditions for the children to become co-creators. She reflects on being transparent and on her own role. The children become particularly co-creative through the play that they themselves initiate in gaps that arise when the pedagogue backs away. Through play, they were able to develop their characters and stories. It was also through play that the children made a selection of the material that then became the basis for the show. In the last part of the project, the pedagogue stages the play with two professional actors without the children that in the end receives the performance as an actualization of their own work. The pedagogue and the actors create with consideration and the children become involved through an indirect creation. The study discusses pedagogy as an offer as well as new ways of working further with and highlighting the drama teacher's competence in creative processes.