Hållbar utveckling är ett begrepp som används frekvent i diverse sammanhang och blir allt merpopulärt . I FN:s världsomfattande Agenda 2030 beskrivs 17 globala hållbarhetsmål som ettförsök till att konkretisera vad som bör arbetas med för att skapa hållbar utveckling. Det råderett gemensamt ansvar för att nå målen och krävs således engagemang från flertalet aktörer, däribland näringslivet. Det har dock visat sig vara en utmaning för projektbaserade organisationer att implementera hållbarhetsarbete på grund av svårigheten med att överförakunskap mellan projekt. Dessutom utgår ofta strategier för hållbarhetsarbete från antagandet att medarbetarna inom organisationen har tillräcklig kunskap om ämnet. En viktig faktor ärdärför att etablera fungerande processer för kunskapsöverföring av hållbarhet. Det finns storpotential i att tillvarata och överföra medarbetarnas kunskaper för att bli framgångsrik påmarknaden. Syftet med studien är att analysera och värdera kunskapsöverföringen avseende hållbarhet i en projektbaserad organisation för att finna styrkor och svagheter, för att därigenom synliggöra hur det kan påverka hållbarhetsarbete i järnvägsprojekt. För att uppnå studiens syfte har en fallstudie gjorts inom en projektorganisation som i rapporten benämns som Företaget. En dokumentstudie, en enkätundersökning och olika former av intervjuer har genomförts med medarbetare från olika delar av Företaget. Resultatet har analyserats med hjälp av ett teoretiskt ramverk baserat på teorier om kunskap, kunskapsnivåer,kunskapsöverföring, implementering av hållbarhetsarbete och projektbaserade organisationer. Resultatet visar att ett medvetet arbetssätt med kunskapsöverföring gällande hållbarhet i viss mån medför förbättrade möjligheter för medarbetare att implementera hållbarhet i sitt arbete. Konkretisering av hållbarhet i den specifika kontexten järnvägsuppdrag är enligt studien en av de viktigaste faktorerna för ändamålet. Det finns även en koppling mellan insatser avseende kunskapsöverföring gällande hållbarhet och individuell kunskapsnivå om hållbarhet, då studiens resultat visar att medarbetare som deltagit i kunskapsöverförande aktiviteter också har högre kunskapsnivå gällande hållbarhet. Baserat på detta verkar kunskapsöverföring gällande hållbarhet höja medarbetarnas kunskapsnivå om hållbarhet och skapa bättre förutsättningar för dem att operationalisera hållbarhet i det dagliga arbetet. / Sustainable development is a concept that is used frequently in various contexts and isbecoming increasingly popular. In the UN global Agenda 2030, 17 sustainable development goals are described as an attempt to concretise what should be worked towards in order to create sustainable development. There is a shared responsibility for achieving the goals and thus requires commitment from most actors, including the business community. However, implementation of sustainability has been proved challenging for project based organizations too because of the difficulties in transferring knowledge between projects. Strategies for implementing sustainability often relies on the assumption that sufficient level of knowledge is present within the workforce. Hence an important factor is to establish functional processes for knowledge management regarding sustainability. There is great potential in utilizing and transferring employees' knowledge to become successful in the market. The purpose of the study is to analyze and evaluate knowledge management regarding sustainability in a project based organization in order to find strengths and weaknesses and thereby highlight how knowledge management can affect sustainability work within railway projects. In order to achieve the purpose of the study, a case study has been done within a project organization, which in the report is referred to as the Company. A document study, a survey and various forms of interviews have been carried out with employees from different parts of the Company. The result has been analyzed using a theoretical framework based on theories of knowledge, levels of knowledge, knowledge management, implementation of sustainability work and project based organizations. The result shows that organized efforts of knowledge management to some extent enables co-workers to implement sustainable development aspects in their individual work. According to the study, concretization of sustainability in the specific context of railway projects is one of the most important factors in order to achieve successful implementation. There is also a connection between efforts of knowledge management and individual level of knowledge concerning sustainability, since the result shows that co-workers whose been participating in activities related to knowledge transfer also have higher level of knowledge about sustainability. According to this, the result indicates that organized efforts of knowledge management seem to increase individual’s level of knowledge and their ability to implement sustainable development aspects into their work.

The thesis focuses on a school project on the topic of waste. The project is analysed and evaluated using the 3A methodology. The emphasis in the examination and evaluation of individual activities is placed primarily on the use of project elements and compliance with the principles of project-based learning. The content of the theoretical part deals with the chapter about project-based learning and the principles of this learning. This section also discusses the advantages and disadvantages of the method. Further, the work presents an analysis of the current curricular document from the perspective of project teaching and waste. The last part of the theory describes the characteristics of methodology 3A. The practical part deals with the description, analysis, evaluation, and design of convenient alterations of project activities. The thesis also contains a draft for other activities with project elements on the topic of waste, which can be included in the existing project. KEYWORDS Project-based learning, project, methodology 3A, waste, environmental education

An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.

The Vermont Youth Conservation Corps (VYCC) is an organization that utilizes outdoor, project-based learning and critical service learning techniques to support young people in completing large-scale conservation and farming projects statewide. This study aimed to examine the perceived mental health effects of participating in the VYCC, the strategies in the organization that may have led to those changes, and feasible ways for educators to bring those methods into the post-pandemic classroom. Now is an important time to study youth organizations that may have already been having a positive effect on youth mental health, especially because of the negative effect of the Covid-19 pandemic on young people’s mental health. A phenomenological qualitative research study was used to examine the perceived mental health effects of the VYCC, the aspects of the organization that led to those changes, and the feasibility of bringing these strategies into the classroom setting. This researcher interviewed five first-time participants in the VYCC throughout their summer experiences, focusing on their perceived mental health and whether they reported changes throughout the summer, as well as the programming that could have led to those changes. This researcher interviewed five recent alumni of the VYCC who currently or recently worked with young people about the lessons or strategies that they took from their VYCC experience into their current or recent work with young people. The study revealed the following results in terms of the VYCC’s perceived effects on mental health, what may have led to those changes, and feasible strategies for the post-pandemic classroom: ● Most VYCC participants in this study reported an increase in confidence and self-efficacy, particularly because of the project-based nature of the work. ● Participants reported decreases in perceived anxiety from the project-based, outdoor nature of the work and the supportive relationships with crew members. ● The nature of the work in the VYCC, in terms of its impact on local communities and tangible results led to increased feelings of joy, pride, satisfaction, and accomplishment. ● Working with people of varying abilities led to both increased stress and feelings of connectedness and empathy for others. ● Negative feedback, breakdowns in communication, and pressure to lead those with varying needs and accomplish projects without feeling properly supported led to feelings of frustration, stress, burnout, and increased anxiety. ● Participants in this study examined their own strengths, personalities, and self-image as a result of the reflective nature of the program. The following results relate to the feasibility of bringing strategies or lessons from the VYCC into the classroom: ● The VYCC inspired participants to teach their own students that the process of learning was just as important as the end product, and that mistakes were opportunities for growth in the learning process. ● The VYCC instilled a strengths-based perspective in alumni participants, and they found that maintaining that perspective in the classroom was beneficial to their students. ● The VYCC crew experience helped participants to view others as holistic beings, and inspired them to get to know their students on a personal level in order to make connections and to build a culture of belonging in their classrooms. ● Alumni participants learned that not every style of communication works well with every student; it is important to try various communication styles with students who learn differently. ● The alumni reported that it was important for teachers to instill in their students a sense of joy of discovery and praise curiosity, encouraging them to celebrate when they learn something new or see something in a different way. ● Alumni participants found that the VYCC experience helped them to learn they should prioritize guiding students in discovering their passions and exploring unique pathways to achieving their own definitions of success. The findings in this study were consistent with the literature on project-based learning, outdoor education, and critical service learning’s positive effects on intrinsic motivation, student engagement, and deeper learning (Einfeld et al., 2008; Grant, 2002; James & Williams, 2017; Kokatsaki et al., 2016; Krsmanovic, 2021; Mackenzie et al., 2017; Myers-Lipton, 1998; Smith & Walsh, 2019). The findings in this study added to the limited literature on the Youth Conservation Corps experience, shining light on its perceived effects on the participants in this study’s mental health (Creed et al., 1996; Dickerson, 1977; Driver & Johnson, 1984; Hamilton & Stewart, 1978; Sayegh et al., 2019). The study indicated the positive effects that project-based learning (PBL) can have on perceived anxiety and self-efficacy of participants in this study, which adds to the research on the mental health effects of PBL (Erdem, 2012; Miguel & Carney, 2022; Samsudin et al., 2020; Shin, 2018). This research also uncovered multiple strategies and lessons from the VYCC model that have already been successfully used in the classroom setting.

The introduction of project-based learning into university engineering programs has been shown to positively benefit students that prefer a hands-on experience and give future employers assurance that recent graduates have the tools to handle real-world problems as opposed to theoretical situations. Enhancing the engineering self-efficacy of students, recent graduates and seasoned engineers is made possible through the solution of complex, open-ended problems typically found in engineering design. A high engineering self-efficacy, in turn, positively reflects a person's perception of their complex problem-solving capacity which is critical throughout the design process. The decision to either work virtually with a team or onsite with group members nearby may also further influence self-efficacy and, ultimately, the designer's success. This raises the question explored in this study: Will a design challenge impact engineering self-efficacy equally for online and in-person participants? Two groups engaged in a design challenge to develop a mechanism meant for drone applications, where one group designed and tested their solution in-person, while the other group sent design plans to a third-party for fabrication and testing. Participants filled out a prototype engineering self-efficacy scale before and after the challenge, revealing a significant difference between these two modalities. The small sample size is noted as the cause for inaccuracies and surprising findings. Guidelines for methodology implementation in a larger scale study are included. / Master of Science / In project-based learning courses, students work in groups to make a prototype or other solution to a stated problem, which are helpful for building student confidence in problem-solving, critical thinking and, especially, engineering skills. This confidence translates to believing that carrying out a specific task will lead to success with little-to-no feelings of fear or failure. This generally describes "self-efficacy," and it can apply to any profession. Traditionally, hands-on projects are done in person, where an exchange of ideas is clear and any problems can be handled immediately. However, with schools closed due to the COVID-19 pandemic, these courses had to shift online, leading some to believe that students would not receive the same level and quality of engineering education. Online learning has been around for over 30 years and studies show that students learn just as much, if not more and better, online than sitting in a classroom. Can the same be said for taking part in an engineering project over the internet? Two groups designed a prototype drone attachment, where members of one group worked side-by-side to build and test their solution, while members of the other group worked online and sent files and assembly instructions to a third party. Each participant also filled out a questionnaire before and after the challenge to track their engineering self-efficacy. The limited data led to the conclusion that there is a noticeable difference between the two project completion methods, most likely caused by a low number of participants. The lessons learned from this study were used to create guidelines for a larger-scale study.

Uncertainty is ubiquitous in life, and learning is an activity particularly likely to be fraught with uncertainty. Previous research suggests that students and teachers struggle in their attempts to manage the psychological experience of uncertainty and that students often fail to experience uncertainty when uncertainty may be warranted. Yet, few educational researchers have explicitly and systematically observed what students do, their behaviors and strategies, as they attempt to manage the uncertainty they experience during academic tasks. In this study I investigated how students in one fifth grade class managed uncertainty they experienced while engaged in collaborative robotics engineering projects, focusing particularly on how uncertainty management was influenced by task structure and students’ interactions with their peer collaborators. The study was initiated at the beginning of instruction related to robotics engineering and preceded through the completion of several long-term collaborative robotics projects, one of which was a design project. I relied primarily on naturalistic observation of group sessions, semi-structured interviews, and collection of artifacts. My data analysis was inductive and interpretive, using qualitative discourse analysis techniques and methods of grounded theory. Three theoretical frameworks influenced the conception and design of this study: community of practice, distributed cognition, and complex adaptive systems theory. Uncertainty was a pervasive experience for the students collaborating in this instructional context. Students experienced uncertainty related to the project activity and uncertainty related to the social system as they collaborated to fulfill the requirements of their robotics engineering projects. They managed their uncertainty through a diverse set of tactics for reducing, ignoring, maintaining, and increasing uncertainty. Students experienced uncertainty from more different sources and used more and different types of uncertainty management strategies in the less structured task setting than in the more structured task setting. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. When students could not garner socially supportive response from their peers, their options for managing uncertainty were greatly reduced. / text

<p>A big part of assets in companies today consists of their employees knowledge and skills. In today’s society knowledge insensitive companies are increasing. The survival of these companies lie in the knowledge of their employees, which make it of great importance that knowledge transfer is managed properly. Knowledge transfer is important since it makes it possible for co-workers to apply old solutions to new problems that arise, using knowledge that already existing within the organization. From a knowledge transfer point of view, using project as an overall structure has both advantages and disadvantages. Since work comprehended in a project is limited in time knowledge and experiences made from a project may not come to use in a future project. Members of a temporary organization do not have a department to return to and there fore no natural way to transfer the knowledge they gained. </p><p>Purpose of this paper is to describe knowledge transfer in project-based organization and barriers for doing so between projects. The study is conducted at two Swedish companies, SABO AB and Struktur Svenska Kontor AB in the service sector using interviews, studies of documents and observations. Our paper contribute to research by describing problems with knowledge transfer in two small project-based service organization using new concepts and cast shed on problems depending by the organisation, members and the character of project within in the organization. </p><p>Key words: </p><p>.</p> / <p>En stor del av tillgångarna hos många av dagens organisationer utgörs av deras medarbetares kunskap och skicklighet. Vi lever i ett samhälle där kunskapsintensiva företag kommer att bli allt fler. I och med att dessa organisationer fortsätter att existera på grund av medarbetarnas kunskap är det av stor vikt att kunskapsöverföring fungerar väl. Kunskapsöverföring är viktig eftersom den möjliggör för medarbetare att använda sig av gamla lösningar på nya problem. Många av dagens företag organiserar sig i projektform, en företeelse som har blivit allt vanligare på senare tid. Att organisera sin verksamhet i projektform kan medföra både för och nackdelar när det gäller kunskapsöverföring. Detta beroende på att de konstellationer som byggs upp under ett projekt upphör när projektet är avslutat. Projektmedlemmar har heller ingen avdelning att återvända till, vilket gör att kunskap och erfarenheter från ett projekt blir svårare att sprida vidare. </p><p>Syftet med uppsatsen är att beskriva kunskapsöverföring i projektbaserade organisationer samt vilka problem de har när det gäller kunskapsöverföringen mellan projekt. Undersökningen grundar sig på intervjuer, dokumentstudier och observationer som har genomförts på SABO AB och Struktur Svenska Kontor AB. Dessa företag är tjänsteproducerade och organiserar sin verksamhet i projektfrom. Vår uppsats bidrar till tidigare forskning genom att beskriva hinder för kunskapsöverföring i två små projektbaserade tjänsteföretag genom att använda nya koncept och belysa problem beroende av organisationen, individen och projektens karaktär inom organisationen. </p>

<p><strong>Introduction </strong>– Project-based organizations face a series of challenges when trying to implement and manage their project portfolios successfully in line with their strategic goals. Good project portfolio management (PPM) practices play a crucial role in maintaining well performing portfolios, but PPM is still a fairly new academic field. And it was found that the current PPM literature embodies a gap in providing explicit governance criteria to assure consistent portfolio decision-making.</p><p><strong>Problem </strong>– What are the criteria of portfolio governance that contribute to better aligning the project portfolio to organizational strategy? Do project-based organizations in fact not implement a governance framework to guide their decision-making rationale? If there is some sort of a governance framework, do project-based organizations implement it in a consistent manner every time they take portfolio-related decisions?</p><p><strong>Purpose </strong>– The purpose of this study is two-fold. First, we attempt to fill a gap in the current PPM literature by proposing a portfolio governance framework that could enhance project portfolio decision-making. Secondly, it is our goal to find out whether decision makers in project-based organizations consistently cover all issues related to portfolio governance at portfolio meetings.</p><p><strong>Methodology</strong> – The study employs both qualitative & quantitative methods to fulfill the two-fold nature of the study. A Portfolio Governance Framework, comprising 26 statements, was developed on the grounds of existing literature on PPM, strategy & governance. The proposed Framework was then used as a basis to carry out an online survey in which 31 respondents (executive level) from 25 project-based organizations (operating in Sweden) were asked about how consistent they are in discussing relevant portfolio governance issues.</p><p><strong>Conclusion</strong> – The empirical findings of this study indicate that the majority of project-based companies do not employ a governance framework when it comes to portfolio decision-making. In the few cases that they do, it is mostly a set of policies that is not applied on a consistent basis.</p>

This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.

This diploma thesis is focused on the origin and history of elementary education system in the area Prague- west. The work is divided into two main parts, theoretical and practic. The theoretical part chronologically introduces the history of the schools since their inception ( complete dissolution ), to the present. The history of a particular schools in this area is the material source used to formulate the project for for students of different schools as the general public. The main aim of this project is to familiarize pupils with the history of their school and to strengthen the students' relationship to the school. The project will be realized in the school year 2014/2015. All proposed activities and expected outcomes are formulated according to the Framework Educational Programme.