This thesis is focused on increasing productive actions in construction by a procedure known as Activity Analysis. Activity Analysis is a continuous productivity improvement tool for identifying barriers to site productivity with the goal of decreasing them and thereby increasing the direct work rate. A preceding study validated this approach, however it had two limitations. No reevaluation was conducted on projects in Canada by the authors, and not enough resources or data were available to understand behaviour of the activity rates in absolute value terms across many projects. Based on three case studies and data collected over 17 days by the author and a colleague, Activity Analysis was validated as being applicable in Canadian conditions. A desired value, known as a target rate, was then studied in order to be able to set expectations with respect to the productivity to be achieved in each cycle. The premise behind setting a “target rate” is that 100% direct work is neither possible nor desirable, since some time must always be spent on communications and planning. However, a higher direct work rate is generally better than a lower rate. Thus, a target rate is needed. A mathematical model called ANFIS was developed as a means of setting the desired level of activities. Through consideration of a variety of factors that affect labour productivity, the developed model was trained based on 65 data points. The model was found to be easy to use and flexible enough to be appropriate for all of the factors considered. Based on the data points available from 5 different past projects and 3 recent projects and the experience associated with these projects, three additional methods of defining the target rate were developed. The impact of these results is that companies now have appropriate methods and an initial data set for industrial construction in order to establish target rates for direct work and supporting activities. This should help reduce project costs and improve productivity.

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Since the turn of the century, the focus in marketing has shifted to a service-centred view, where co-creation of value between customer and business is central. Services, which are characterized by intangible resources, co-production and heterogeneity, account for the majority of employment in society today. Much research has been done on how customers perceive services and how it affects trust and satisfaction. Therefore, this study aims at investigating the role of the service company in the value creation process by studying how they facilitate the value creation of the customer and how their value offerings can affect the customer's experience of the service. The empirical part of the study is based on interviews made with representatives from two companies, Pinchos (restaurant) and Fysiken (gym), which are classified as experience and credence services. Their perspective on customer experience and expectations has then been compared with their customers' actual experience and expectations through interviews with current or former customers. The study shows that the role of the respective companies in the value creation process in this case is great as the customers of these companies have a lot of responsibility and control over their own experiences. Therefore, value creation is a major part for both companies because they have to offer the resources that the customer needs to independently create value of the service. / Sedan sekelskiftet har fokus inom marknadsföring gått från en varucentrerad till en tjänstecentrerad vy, där samskapande av värde mellan kund och företag är centralt. Tjänster, som karaktäriseras av immateriella resurser, samproduktion och heterogenitet, står idag för majoriteten av sysselsättningen i samhället. Mycket forskning har gjorts om hur kunder uppfattar tjänster och hur detta påverkar tillit och nöjdhet. Därför syftar denna studie på att undersöka tjänsteföretagets roll i den värdeskapande processen genom att studera hur de underlättar för kunden att skapa värde och hur deras värdeerbjudanden kan påverka kundernas upplevelse av tjänsten.Den empiriska delen i studien baseras på intervjuer gjorda med representanter från två företag, Pinchos (restaurang) och Fysiken (gym), som klassats som upplevelse- respektive förtroendetjänster. Deras perspektiv på kundernas upplevelse och förväntningar har sedan jämförts med deras kunders faktiska upplevelse och förväntningar genom intervjuer med nuvarande eller tidigare kunder. Studien visar på att respektive företags roll i den värdeskapande processen i dessa fall är stor då kunderna till dessa företag har mycket ansvar och kontroll över sina egna upplevelser. Därför blir värdeunderlättande en stor del för båda företagen eftersom de måste erbjuda de resurser som kunden behöver för att självständigt kunna skapa värde av tjänsten.

I skolorna talas det alltmer om utomhuspedagogik som arbetssätt och dess inflytande på elevers inlärning. Det finns forskning som behandlar huruvida arbetssättet påverkar elevers förståelse och kunskapslagring, men desto mindre kring hur arbetssättet bedrivs i praktiken. Frågor som kan ställas är om det även kan finnas faktorer som har inflytande på användandet av arbetssättet, och varför. Syftet med föreliggande studie är att bidra med kunskap om hur lärare i Stockholms innerstad kontra förorter, använder historiska platser i form av besök i samband med sin historieundervisning. Sju legitimerade grundskolelärare i årskurs 4–6 som arbetar på olika skolor runt om i Stockholm har deltagit i studien. Metoden som använts är kvalitativa semistrukturerade intervjuer med en abduktiv ansats. Intervjufrågorna som har ställts är öppna för att respondenterna ska få utrymme till mer utförliga svar med eventuella följdfrågor. Den övergripande teorin för studien är Learning by doing av John Dewey med särskilt fokus på begreppen utomhuspedagogik, platsbaserad undervisning och upplevelsebaserat lärande. Dessa är förankrade med undersökningens innehåll, och därav baseras arbetet utifrån dessa teorier gällande lärande. Resultatet av studien visade att geografiska förutsättningar ökar användningen av arbetssättet i samband med historieundervisningen, då det oftast används i innerstaden med närhet till många av Stockholms kulturhistoriska platser. / In schools you often hear about outdoor education as a way of teaching and its influence of the students learning. There is research that shows whether outdoor education has an impact on the student’s understanding and memorization, however it is hard to find research that describes how it is actually used and practiced. Questions that should be considered is whether factors that affect the use of outdoor education, and why that is. The aim of the study is to contribute with knowledge about how teachers in Stockholm’s inner city versus the suburbs, tend to use historical places in terms of visits in connection with their history teaching. The respondents who participated in the research are seven licensed primary school teachers who teach the history subject in grades 4–6 and work at different schools in Stockholm. The method that is used is qualitative and semi structured interviews with an aduktiv approach. The interview questions that have been asked are opened with the possibility to give the respondent space for a more free answer and also the possibility to ask supplementary questions. The overall theory for the study is learning by doing by John Dewey, with a particular focus on concept outdoor education, place-based education, and experience-based learning. These are strongly anchored with the consent of the research, and therefore the research is based upon these theories about learning. The result shows that the geographic closeness increase the use of the working method in connection with history education, as it is most often used in the inner city with closeness to many of Stockholm's cultural-historical places.

[pt] Esta investigação tem como pano de fundo o estudo da relação interdisciplinar entre Design e Educação, fundamentada na linha de pesquisa Design em Situações de Ensino-Aprendizagem. Com o objetivo de propor uma diversificação de metodologias no espaço da escola, apresenta-se a aprendizagem com base na experiência enquanto práticas de ensino da contemporaneidade. Articulada no uso do recurso pedagógico Inventação, a pesquisa de cunho exploratório mostra como se deram as interações de uma professora do segundo ano do Ensino Fundamental de uma escola particular na zona sul do Rio de Janeiro com o brinquedo. O suporte teórico é construído a partir das interseções dos conceitos chave encontrados no Design em Situações de Ensino-Aprendizagem com a prática do desenvolvimento do Inventação em consonância com seu uso no ambiente escolar, situados nos escritos de Edwards, Forman e Gandini da escola Reggio Children em Reggio Emilia na Itália, de Cope e Kalantzis sobre multiliteracia, de David Kolb sobre aprendizagem com base na experiência e de Couto sobre interdisciplinaridade e Design em Situações de Ensino-Aprendizagem. As reflexões geradas por este trabalho dizem respeito às interações entre professores e alunos na sala de aula e a possibilidade da inserção de novos recursos pedagógicos no dia a dia do espaço escolar. O estudo produzido por esta dissertação vai além do brinquedo Inventação e as relações criadas em sala de aula, ele aprofunda nas possíveis trocas entre os campos do Design e da Educação. / [en] This investigation is based on the study of the interdisciplinary relationship between Design and Education, grounded by the research line on Design in Teaching- Learning Situations. Aiming to propose a diversification of methodologies in the school s environment, experience-based learning is presented as a possible approach to contemporary teaching practices. This exploratory research, articulated by the use of the pedagogical resource Inventação, shows how the interactions with the toy were made by a 2nd year elementary private school teacher in the southern zone of Rio de Janeiro. The theoretical support is given by the intersections of the key concepts found in Design in Teaching-Learning Situations with the development of Inventação, aligned with its use in a school setting and the writings of Edwards, Forman and Gandini of the school Reggio Children in Reggio Emilia in Italy, of Cope and Kalantzis on multiliteracy, of David Kolb on experience-based learning and Couto on interdisciplinarity and Design in Teaching-Learning Situations. The reflections developed by this work relate to the interactions between teachers and students in the classroom and the possibility of inserting new pedagogical resources in the daily life of the school context. The study produced by this dissertation goes beyond the toy Inventação and the relationships created in the classroom, it delves into the possible exchanges between the fields of Design and Education.

Titel: Influencers och upplevelsens roll i marknadsföring - En kvalitativ studie om hur influencer marknadsföring påverkar konsumenter till impulsköp ur ett upplevelseekonomiskt perspektiv  Nivå: Examensarbete på grundnivå (kandidatexamen) i ämnet företagsekonomi  Författare: Linn Andersson och Sanna Högsäter  Handledare: Alice Schmuck  Datum: 2024-maj Syfte: Syftet med arbetet är att förstå hur influencers marknadsföring påverkar konsumenter till impulsköp ur ett upplevelseekonomiskt perspektiv.  Metod: Studien har använt sig av en kvalitativ ansats i form av semistrukturerade intervjuer. 18 intervjuer har genomförts med respondenter som är användare av sociala medier och inom studiens åldersavgränsning. Därefter har en tematisk analys gjorts med hjälp av ett kodningsträd.  Resultat och slutsats: Resultatet påvisar att influencer marknadsföring lockar till impulsköp på grund av dess smidighet och lättillgänglighet till köp i form av direktlänkar och rabattkoder, vilket traditionella marknadsföringskanaler saknar. Däremot framkommer det att köp från påverkan av influencer marknadsföring sker i större utsträckning som planerade köp än impulsiva köp. Med anledning av att konsumenter tar till sig marknadsföringen som inspiration och rekommendationer för att på egen hand göra efterforskning innan köpbeslut, med undantaget när det erbjuds rabattkoder. För att influencers ska engagera konsumenter i deras marknadsföring och skapa en upplevelse behöver de visa, testa och beskriva varan eller tjänsten som marknadsförs i detalj, samt anpassa marknadsföringen utefter konsumenters behov och deras preferenser med tilltalande marknadsföring.  Examensarbetets bidrag: Vår forskning utvidgar begreppet upplevelseekonomi och bekräftar att influencer marknadsföring har möjligheter i sitt utformande av marknadsföring att skapa upplevelse. Praktisk bidrar studien till insikter hur influencer marknadsföring bör erbjuda rabattkoder för att locka till impulsköp och visa, beskriva samt testa varan eller tjänsten för att engagera konsumenter till konsumtion.  Förslag till fortsatt forskning: För vidare forskning föreslås en studie inom samma område, däremot med en annan metodansats. En kvantitativ ansats föreslås för att ge en större del av populationen möjlighet att bidra med åsikter och beteende. Vidare forskning kan även avgränsa sig till andra målgrupper.  Nyckelord: Upplevelseekonomi, upplevelsebaserad marknadsföring, Influencer marknadsföring, traditionell marknadsföring, impulsköp, planerade köp. / Title: Influencers and the experiences role in marketing - A qualitative study on how influencer marketing influences consumers to make impulse purchases from an experience economy perspective  Level: Student thesis, final assignment for Bachelor´s Degree in Business Administration   Author: Linn Andersson and Sanna Högsäter  Supervisor: Alice Schmuck Date: 2024-May  Aim: The purpose of the work is to understand how influencer marketing influences consumers to make impulse purchases from an experience economy perspective.  Method: The study has used a qualitative approach in the form of semi-structured interviews. 18 interviews have been conducted with respondents who are users of social media and within the age limit of the study. Subsequently, a thematic analysis has been carried out using a coding tree.  Results and conclusions: The result shows that influencer marketing attracts impulse purchases due to its flexibility and easy accessibility to purchase in the form of direct links and discount codes, which traditional marketing channels lack. However, it appears that purchases from the influence of influencer marketing occur to a greater extent as planned purchases than impulsive purchases. Due to the fact that consumers take the marketing as inspiration and recommendations to do research on their own before purchasing decisions, with the exception when discount codes are offered. In order for influencers to engage consumers in their marketing and create an experience, they need to show, test and describe the product or service being marketed in detail. As well as adapting the marketing according to consumers' needs and their preferences with appealing marketing.  Contribution of the thesis: Our research expands the concept of experience economy and confirms that influence marketing has opportunities to be shaped by marketing to create experience. Practically, the study contributes to insights into how influencer marketing should offer discount codes to attract impulse purchases and show, describe and test the product or service to engage consumers in consumption.  Suggestions for future research: For further research, a study in the same area is proposed, but with a different methodological approach. A quantitative approach is proposed to give a larger part of the population the opportunity to contribute with opinions and behavior. Further research can also be limited to other target groups.  Key words: Experience economy, experience-based marketing, Influencer marketing, traditional marketing, impulse purchases, planned purchases.

Text in English / The Student Self-Empowerment and Enrichment Programme (SSEEP), formed a resourceful context for this study, which was action-oriented and experience-based. The aim of the SSEEP was to disseminate knowledge, and to create a domain for dialogue that facilitated connection with others and created spaces for the telling and sharing of stories. The philosophy which informed this study was that individuals interpret their experiences and make sense thereof through narratives or stories, which are socially constructed through language. Qualitative research methods were used to interpret the data. Facilitators' and students' experiences in the SSEEP were recorded in field notes, and photographs and 'memory boxes', which were analysed using a hermeneutic method. Personal interviews with four students were analysed using narrative analysis. The purpose of this study was to identify the processes, themes and meanings that contribute to the enhancement of students' personal resources. Facilitators and/ or students co-constructed alternative stories to ones that thwarted their growth, or subjugated them, which led to the creation of new realities that individuals could 'perform', and to recreating themselves in new ways. They could not but be changed by the encounter, and moved from the anonymity of silence to the healing of affirmation through narrative. The promotion of healing, the provision of support or education, and improvement of self-understanding and personal efficacy, were goals that seemed to have been attained. It was also hoped that personal growth would bring life-enhancing contributions to other contexts as well, such as the students' personal, family and community contexts. The guidelines proposed in this study could be of value to those who wish to become involved at grassroots level in designing and implementing their own programmes in the tertiary-education context. They are particularly relevant within present day South Africa taking the diversity of the population into account. / Psychology / D. Litt. et Phil. (Psychology)

Os artigos científicos são o principal veículo de comunicação para divulgação dos resultados obtidos por milhares de pesquisadores ao redor do mundo. Entretanto, escrever os artigos científicos em publicações de alto impacto é uma tarefa complexa para autores que têm o inglês como segunda língua. Por meio da aprendizagem baseada em exemplos e em experiência, as habilidades de leitura, interpretação e redação de textos científicos podem ser desenvolvidas por intermédio da prática, facilitada por meio de exemplos de trechos de texto reutilizáveis. Para auxiliar na redação de artigos, várias ferramentas computacionais foram desenvolvidas para dar suporte nas várias etapas de concepção do artigo. As ferramentas existentes, que aplicam este tipo de suporte, são todas voltadas para outros temas de pesquisa, incompatíveis com os temas da Engenharia de Produção, que por sua vez possui maneiras particulares de redigir e estruturar o texto. O objetivo da pesquisa desenvolvida consistiu em adaptar e avaliar um instrumento de auxílio à escrita em inglês dirigido a pesquisadores da Engenharia de Produção, fundamentada na aprendizagem baseada em exemplos e em experiências. Para tal fim, foram adaptadas duas ferramentas existentes para auxiliar nas tarefas de leitura, anotação e redação de artigos científicos, avaliadas por meio de dois experimentos com dez alunos de pós-graduação em Engenharia de Produção em universidade pública, nas quais o resultado foi aferido por intermédio de um questionário, buscando identificar os efeitos da utilização sobre o aprendizado e o tempo demandado. O instrumento adaptado oferece, além de exemplos extraídos de artigos publicados, uma estrutura mais coerente com os artigos relacionados à Engenharia de Produção. Os resultados apontam para 90% de aceitação do novo instrumento, em que os alunos relataram um efeito positivo sobre suas habilidades de escrita de artigos, além de uma economia de 11% no tempo dedicado à escrita. Assim sendo, o instrumento tem potencial de auxílio à escrita e sua aplicação traz benefícios reais aos usuários, passíveis de serem adaptadas para qualquer outra área de pesquisa. / Scientific articles are the main communication means of disseminating results obtained by researchers around the world. However, writing scientific articles to highimpact journals is a complex task to authors for whom English is a second language. By means of example- and experience-based learning, reading, interpretation, and writing skills as regards the production of scientific texts can be developed through practice, facilitated by the use of reusable text snippets. Several computational tools have been developed to support the various phases of scientific writing in English. Existing tools that cater to this type of support are all geared to other research topics, incompatible with those inherent to Production Engineering, which has particular features of writing and structuring texts. The purpose of this research was to adapt and assess a new tool to help Production Engineering researchers to write articles English, grounded on example- and experience-based learning. To this end, two existing tools that aid scientists to read, annotate, and write articles in English were adapted and assessed through two experiments with ten Production Engineering graduate students at Brazilian public universities. Data were collected through a questionnaire in order to identify the effect of these tools on participants learning and time required to write articles. The adapted tools provide, in addition to snippets from published articles on Production Engineering, a structure more consistent with this field of knowledge. Results indicate 90% satisfaction rate with the new tool. Also, participants reported a positive effect on their writing skills as well as an 11% reduction in their time spent on scientific writing. Therefore, the tools in question have shown great potential to assist Production Engineering researchers in writing articles; moreover, their features may be adapted to scientific writing in other fields of knowledge.

The aim of the thesis is to investigate and analyse students’ expressions of pleasure and displeasure and how these are manifested in actions in the teaching of textile sloyd in lower secondary education. The study’s focus is on students’ expressions of pleasure and displeasure in social action in the working processes of textile sloyd and on how these expressions can be related to learning. The empirical material consists of observations, video and audio recordings, individual interviews and focus group interviews, where video and audio recordings were used as stimulated recall. In all, 32 lessons in textile sloyd and 49 students aged 14-15 years were observed at four different schools. Theoretically, the thesis is based on Mead’s practical intersubjectivity and on Dewey’s theory of experience-based learning and dependence on emotions and actions. Pleasure and displeasure constitute valuating partial aspects of emotions. Based on a socio-cultural perspective, emotions are regarded as practices which arise from different predispositions’ dependence on the social context. The study’s analytical approach is hermeneutical. Critical incidents regarding students’ expressions of pleasure and displeasure in social action found in observations and video and audio recordings were analysed in terms of Mead’s concept of gestures. The events were combined with what the students describe as critical incidents of pleasure and displeasure in the interviews and focus group talks. The material was then thematised. Several situations were then subjected to deeper analysis based on sociality and a change in perspective and related to different concepts of learning. The result of the thesis shows a tripartite semantic structure where students’ pleasure and displeasure in textile sloyd are mainly based on textile sloyd’s specific educational community, students’ relationship to the sloyd object and their experience of the working process. Social interaction, humour and mutual acknowledgement proved to be of importance for the function of pleasure and displeasure in the students’ working processes. The students’ experience of pleasure and displeasure depended on their control of the work, the characteristics of different craft techniques and their awareness of time. Pleasure and displeasure in textile sloyd found an expression in four overarching emotional practices with decisive importance for the students’ opportunities for learning: the repudiating, insecure, accepting and incorporating emotional practice. The study also provides an insight into how different cultural factors enable a certain scope for pleasure and displeasure. In this connection, social changes in relation to objects are discussed, as are changes in sociality and emotionality. Based on the pair of concepts of authenticity and ephemerality and closeness and intensity, cultural changes are visualised that are conceivably important for the students’ experiences of pleasure and displeasure in textile sloyd.

Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.