This publication-based dissertation investigates how firms of different sizes and structures manage simultaneous cooperation and competition (coopetition). It includes five self-contained research papers, four designed for publication in peer-reviewed academic journals, and one developed for publication as an academic teaching case study. The first paper is a systematic literature review that identifies recent accomplishments and future trends in coopetition research. It delivers a comprehensive, unique, and updated view on the field, unifying scattered research findings into a cohesive and overarching framework. The second paper is a single-case study, zooming in on the inner workings of a corporate incubator. It explores the role and management of internal coopetition to develop entrepreneurial competencies for business model innovation. The third paper shifts the research focus toward large multinational enterprises to explore the formation of new coopetition relationships. It illuminates a new organizational design and accompanying management principles to address paradoxical tensions in the first and potentially most difficult phase of coopetition. The fourth paper taps into the complexities of coopetition between small- and mid-sized firms and large corporates. It uncovers three coopetition strategies and a mix of management principles for smaller firms to navigate asymmetrical risks in coopetition with larger companies. The fifth paper expands the scope of the dissertation to include an entire industry, analyzing the drivers, strategies, and outcomes of coopetition in a highly concentrated and regulated sector. Taken together, the five research papers collectively contribute to a more nuanced understanding about the management of coopetition and provide valuable implications and recommendations for practitioners.

Recent issues such as global economic crises, terrorism, and conservation efforts are making international collaboration a critical topic. While cultural diversity often brings with it new perspectives and innovative solutions, diversity in collaborative settings can also lead to misunderstandings and interaction problems. Therefore, there is a pressing need to understand the processes and influences of intercultural collaboration and how to manage the collaborative process to result in the most effective outcomes possible. In order to address this need, the current study examines the effect of ethnic diversity, perceived deep-level similarity, trust, and distrust on collaborative behavior and performance in decision-making dyads. Participants were assigned to either same-ethnicity or different-ethnicity dyads and worked together on a political simulation game in which they had to make complex decisions to solve societal problems and increase their popularity. The results of this study indicate that ethnically similar dyads reported higher levels of perceived deep-level similarity than ethnically dissimilar dyads, and that this perceived deep-level similarity served as the mediating mechanism between objective differences in ethnic diversity and trust and distrust, respectively. The findings also suggest that trust and distrust attitudes, when considered together as a multiple mediation model, mediate the positive relationship between perceived deep-level similarity and collaborative behavior. Finally, results show that collaborative behavior significantly predicts objective performance on the political decision-making simulation. The implications of this study for theory and practice are discussed along with the study limitations and several suggestions for future research.

The intent of this thesis is to recognize the everyday victories of a child living with physical disabilities. This complicated subject matter has forced the exploration of a variety of media to successfully communicate the story; drawing, painting, china painting, altered books and sculpture have all become part of the process. At the age of 8 months the subject, Keren Hernandez, was diagnosed with Bilateral Closed- lip Schizencephaly, a rare disorder that inhibits development. Since the diagnosis seven years ago her family has struggled to overcome these challenges, committing to avail themselves to every resource possible. I began painting and drawing to incorporate the experiences of Keren's life into a body of work; eventually we began drawing together and collaboration has naturally evolved; she and her family are an integral part of this work.

Women in Vichy and Nazi Occupied France often found themselves facing situations in which their societal gender roles greatly influenced not only the choices that they made but also how their actions were perceived within society. Many women acted as either collaborators, resisters, or both to maintain their livelihood. How they were perceived was based in large part by how they fit into their prescribed social roles, in particular that of the self-sacrificing mother. Women who participated on both sides were often following their social expectations and obligations. Following the decline of Vichy and the end of the Occupation, however, there was an immense shift in perception that determined what a good mother was. During the Vichy regime, collaboration with both the regime was highly encouraged and expected. Thus, women collaborating during the Vichy regime were praised, only to be condemned after the occupation. Women who resisted Vichy and the Nazis were scorned, only to be glorified after. It is clear that women in both of these categories had similar motivations, but a drastic shift in public opinion made these women appear in a different light. There were only slight differences that separated many of the women who were judged based on how they adhered to their female roles within society, whether that society be under Vichy or after its decline, often without considering the difficult situations that women lived in.

The enrollment of English as a Second Language (ESL) students from Pre-K through Grade 12 increased 65% over a 10-year period from the 1993-1994 to the 2003-2004 school year. The number of ESL students in 2003-2004 was 10.1% of the total public school enrollment. ESL students are placed in different educational programs. Pullout programs have served low readers including English language learners (ELL). In the last 10 years, inclusion programs have gradually replaced pullout programs in some states. Little research has been conducted on the effectiveness of ESL programs on reading achievement. This study compared the improvements in reading of Grades 1 and 2 ESL students over two consecutive school years (2004-2006) in pullout programs and inclusion programs in a Midwest inner-city school district with a large population of ESL students. Additionally, strengths and weaknesses of each program as described by teachers were compared. Furthermore, teachers? frustrations and struggles in each program were examined as well. The results of descriptive analysis and ANCOVA indicate that type of program (pullout or inclusion) did not result in a statistical difference in ESL students? reading achievement. Two models for each program were found to be used in the school district. The results indicate that the guided reading approach was used in both programs and ESL students were instructed in small group setting, but the inclusion programs used longer instruction time than the pullout program. Scheduling in inclusion programs was easier than in pullout program. Teachers did not feel overloaded in either program. Interviewed teachers report students did not feel bothered by being pulled out; instead, they felt honored. Paraprofessionals were used in the classrooms to lead small groups during the reading block in inclusion programs, but they were sent to the classrooms to work with ESL students during the time of math, science, or social study in pullout programs. Teachers in inclusion programs did not worry about students missing anything, and every student?s needs were met. Collaboration and communication between teachers and resource teachers were the key to successfully operating either program, but they did not happen effortlessly.

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