This thesis examines the barriers, especially intellectual property rights concerned that inhibit industry academia collaboration. By analyzing Swedish firms in the engineering industry, I explore the influence of IPR barrier on firms’ benefits, short- and long-term respectively from university-industry interaction. Three hypotheses are suggested to investigate the relationship between IPR barriers, firm categories, short-term benefits and long-term benefits. The results illustrate different firms’ reactions to IPR barriers. According to the analysis, advanced firms are more likely to report IPR barriers. Moreover, they tend to benefit more in the long run. However, the short-term benefits from UI collaboration seem to have no significant relationship with IPR barriers. There is hence no proof in the data that IPR barriers are a significant hinder for firms to benefit from university-industry interaction.

Since GDPR was introduced back in 2018, it has become the major tool for protection ofpersonal data within the EU. However, the framework has been seen to impede innovation.Startups are characterized as both striving for innovation, but also being dependent oncollaborations for the purpose of progress. This thesis aims at exploring how startups translateGDPR, that is how they have chosen to design and fit the framework into the operation, howthey perceive that the translation design has affected their collaborations, and lastly howstartups understand GDPR as a framework. The study finds that due to resource scarcity andfuture uncertainty, startups translation of GDPR will vary from every situation. The empiricalmaterial did not reveal any perceptions of the GDPR translation negatively impacting startups’collaborations; however, it was perceived that the translation of the framework may facilitatecounterparts’ willingness to enter a collaboration with the startup. Lastly, GDPR was perceivedto be rather vague, allowing it to more easily to be translated by the startup companies.

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To meet the challenges created by the increasingly complex and fragmented state of today ’s construction industry, project actors need to adapt their way of working. The techniques of adapting to the changing industry are numerous and it can often be difficult to identify the appropriate method. More complex projects with many actors involve a lot of risk and partnering can be one way of managing such risks. According to literature, partnering reduces adversarial relations between project stakeholders, it increases collaboration, it spreads the risk between stakeholders and it encourages them to align their goals. With that said, the implementation of partnering has faced some difficulties. The reasons for these difficulties can be various, some of the explanations might be unclear definitions of the concept partnering, non-matching expectations and a reluctance of adapting to new ways of working. Recent studies have revealed that clients are not as satisfied with the outcome of partnering projects as might be expected. Because of this, the authors felt that a deeper knowledge about the effects of partnering was needed. In order for the partnering concept to mature and the industry to understand its implications, more research on specific partnering cases is needed. The research discovered three categories of practical implications for partnering. These categories contain cultural, collaborative and contractual aspects that cover both positive and negative effects in the projects. The cultural aspects that are affected by partnering are e.g. the division of responsibility and the atmosphere. The collaborative aspects that are affected are e.g. communication, involvement of stakeholders, transparency and problem solving. The contractual aspects that are affected are e.g. flexibility and risk management. The improved joint problem solving and innovation was perceived as beneficial for time, cost and quality while other factors such as work environment and environmental impact was believed to be less affected. In order to improve the project result with the help of partnering the researchers´ recommend to embrace the openness, encourage new work habits, remove predefined views, make use of the improved joint problem solving, develop a contractual framework for partnering and create incentives and bonuses that are S.M.A.R.T (Specific, Measurable, Achievable, Realistic and Timely).

AN ABSTRACT OF THE DISSERTATION OFMelissa Kinsella, for the Doctor of Philosophy degree in Rhetoric and Composition, presented on February 26, 2021, at Southern Illinois University Carbondale. TITLE: GRADUATE TUTORS/INSTRUCTORS: NAVIGATING SHIFTING IDENTITY ROLESMAJOR PROFESSOR: Dr. Lisa J. McClure Writing centers directors at many universities staff graduate student as tutors; these graduate students receive support for their graduate education while also fulfilling important role in the university. These graduate tutors can hold dual roles as both tutors and instructors - Graduate tutors/instructors (GTIs) as I have called them. GTIs have complex identities that include graduate, student, instructor, and tutor components. GTIs navigate between shifting roles as both classroom instructors and writing center peer collaborative tutors. There is a preexisting writing peer collaborative pedagogy and ethos that GTIs are expected to uphold when becoming writing center tutors. This phenomenological qualitative research study utilizes a survey and follow-up interview to specifically explore how GTIs view and experience their peer tutoring relationships, collaborative tutoring techniques, and their navigation and shift from instructor to tutor. GTIs are studied within the context of SIUC’s writing center. The results of this research offer initial insight into the GTI experience and provide a starting point for exploring the GTI experience on a larger and deeper scale. Writing center pedagogy emphasizes a peer tutoring dynamic; results find that GTIs feel differing degrees of peer frequencies dependent on both the GTIs’ and tutees’ demographic. Further, collaborative techniques are offered within writing center scholarship to enact peer tutoring exchanges; results identify a tendency to collaborate with all tutee demographics with frequency differences reflecting the stage of the writing process and tutee need. The peer and collaborative results present scenarios in which peer and collaborative tutoring doesn’t necessarily go hand-in-hand, while also suggesting that collaborative techniques could be used in spite of a peer relationship; collaboration could also be utilized to enact a peer exchange, even when a peer relationship isn’t present. Moreover, there are ways that shifting from instructor to tutor impacts the tutoring exchange in terms of tutor authority, knowledge, evaluation, and technique. Writing center directors and researchers should acknowledge the complexity of the GTI experience in order to support and understand the GTI exchange and navigation. Keywords: peer tutor, graduate tutor, writing center collaboration, instructor to tutor navigation

Les fablabs sont des laboratoires de fabrication digitale composés de machines à commande numérique (imprimante 3D, découpe laser, etc.) propices à l’essor d’une forme de production locale à partir de l’information partagée sur des plateformes open source par des makers répartis à l’échelle mondiale. Ce modèle de fabrication distribuée s’est montré efficace dans le contexte de la pandémie, en ce sens qu’il a permis à ces acteurs de mettre en place des projets de collaboration pour élaborer et distribuer du matériel sanitaire tout en se conformant aux restrictions de mobilité imposées par les gouvernements pour limiter la propagation du virus. La visibilité ainsi gagnée par le making auprès du public et des institutions témoigne de la pertinence d’explorer le potentiel de ce modèle d’activité productive, attaché aux valeurs de collaboration plutôt qu’aux règles de la concurrence. Cette thèse propose une réflexion historique et ethnographique à ce sujet, à travers l’exemple des rapports de collaboration entamés au sein du réseau de fablabs au Pérou ainsi qu’entre ses membres et d’autres alliés stratégiques (les entrepreneurs) en vue de configurer « une nouvelle réalité industrielle en Amérique Latine ».

The purpose of this study was to examine the events, processes, perceptions and changes that occurred as an elementary school faculty and a university faculty collaborated in a partnership formed by the creation of a Professional Development Academy (PDA). The study described how an elementary school faculty and a university faculty collaborated as they implemented a PDA. Research questions were: (1) What contributing factors led to the school and university faculties' collaboration during the first three years of the pilot PDA, 1993-1996? (2) How did the school and university faculties collaborate for change during the first three years of the pilot PDA? (3) As a result of collaboration between the school and university faculties during the first three years of the pilot PDA, what changes occurred at the school and university? A descriptive case study approach was used to explore behaviors within these groups during the three pilot years of the PDA. The study included interviews, and a review of documents and artifacts. Four classroom teachers were randomly selected from the elementary school, four professors were selected from the university and two administrators: one from the school and one from the university, were interviewed. Responses from the interviewees were initially categorized into Kagan's (1991) six categories of collaboration and into three sections: before the PDA began, during the three years of the PDA, and reflections at the end of the three pilot years of the PDA. Kagan's categories for collaboration are: formation, conceptualization, development, implementation, evaluation, and termination/reformation stages. Documentation from the participants and PDA files were analyzed. Six factors were found to contribute to collaboration between faculties: a wish to know the other colleagues personally; maintenance of "we're in this together" attitude; willingness to accept additional responsibilities; investment in making the PDA work; discovery of opportunities for leadership and input; and synergy between coordinators and administrators. There was evidence that collaboration occurred because of a welcoming and supportive climate; open communication; active involvement by both faculties; validation of teachers and professors; and support for goals and recommendations. / Ed. D.

This thesis examines the Checkpoint research project and verification initiative that was introduced to address misinformation in private messaging applications during the 2019 Indian general election. Over two months, throughout the seven phases of the election, a team of analysts verified election related misinformation spread on the closed messaging network WhatsApp. Building on new automated technology, the project introduced a WhatsApp tipline which allowed users of the application to submit content to a team of analysts that verified user-generated content in an unprecedented way. The thesis presents a detailed ethnographic account of the implementation of the verification project. Ethnographic fieldwork has been combined with a series of semi-structured interviews in which analysts are underlining the challenges they faced throughout the project. Among the challenges, this study found that India’s legal framework limited the scope of the project so that the organisers had to change approach from an editorial project to one that was research based. Another problem touched the methodology of verification. Analysts perceived the use of online verification tools as a limiting factor when verifying content, as they experienced a need for more traditional journalistic verification methods. Technology was also a limiting factor. The tipline was quickly flooded with verification requests, the majority of which were unverifiable, and the team had to sort the queries manually. Existing technology such as image match check could be further implemented to deal more efficiently with multiple queries in future projects.

The purpose of this study is to explore and describe how the staff experiences from social services, schools and HVB of collaboration in honor-related violence against young girls. The study is based on six semi-structured interviews. The interviews consist of two staff from the social services, school and HVB. The results of the survey show that the social services, the school and HVB are in need of an increased collaboration and that collaboration is considered a problem area. The obstacles that the staff experience are communication, knowledge, consensus and business domains. The results also highlight that the lack of an action plan on how to work to support, respond to and manage vulnerable girls is unclear and affects collaboration in that there is no common approach with each other. The results collected are confirmed in both previous research and the theoretical starting points. Keywords: Collaboration, honor-related violence, staff, barriers, challenges

Coworking spaces, an example of the sharing economy concept, refers to shared workplaces that mostly freelancers, entrepreneurs and other actors of the knowledge industry utilize for the purpose of flexible sharing of space, ideas and knowledge. Previous research reveals that the proximity of occupants sitting together in a shared office space does not necessarily lead to inter-organizational collaboration. Knowledge sharing and inter-organizational collaboration tend to be perceived by occupants and managers of coworking spaces as incidental or a secondary aim. In the same view, coworking spaces tend to be perceived as service providers rather than a community where collaboration can be fostered. A potential solution, in this case is, the initial understanding and categorization of occupant types and their evident collaboration approaches which may result in the managers and policy makers of coworking spaces knowing what conditions to put in place in order to foster collaboration.The novelty of this research and contribution to theoretical knowledge lies in the development of insect metaphors to simplify the understanding of coworking space occupant types and their corresponding inter-organizational collaboration approaches as it affects their willingness or lack thereof to engage in collaboration.The research data was gathered through semi-structured interviews with a selection of occupants across three selective coworking spaces in Malmö. The findings of this research indicate that there are correlations between occupant types, their collaboration approach and their willingness to collaborate. Therefore, the effort to promote collaboration at coworking spaces needs to be a responsibility shared between the occupants and the community managers.