Dans le contexte actuel, la transformation de l’outil industriel par l’intermédiaire de nouveaux paradigmes de performance tels qu’Usine du Futur (Factory of the Future FoF), Industry 4.0 (I4.0) ou encore Smart Factory (SF) est au cœur des préoccupations actuelles des industriels. Les travaux présentés dans cette thèse portent sur la problématique de passage d’une situation spécifique existante (AS-IS) vers une situation cible type Usine du Futur (TO-BE) en prenant en compte la situation souhaitée AS-WISHED et les contraintes de ressources. Dans ce cadre, la principale contribution porte sur une approche reposant sur un modèle de co-évolution permettant de guider ce projet de transition au sein de l’organisation. Sur la base des travaux de Tolio et al. (2010), nous avons proposé un modèle de co-évolution amélioré en intégrant le niveau stratégique, le rôle du système d’information (SI) et celui de la place l’homme. Sur le plan théorique, le nouveau modèle de co-evolution aborde 3 domaines Produit/Production/SI qui sont structurés en deux niveaux d’analyse : externe (stratégique) et interne (structurel). L’ensemble de 6 sous-domaines comportent chacun 3 composants couvrant les choix relatifs à chaque sous-domaine et niveau d’analyse. Sur le plan managérial, la gestion de la co-évolution réside dans la modélisation des ces composants. Ensuite, nous caractérisons des liens de co-évolution existants entre les différents sous-domaines du modèle de co-évolution proposé. La démarche d’exploitation du modèle de co-évolution comporte trois étapes et considère les contraintes opérationnelles et les contraintes dites de co-évolution liées à la gestion des liens ou impacts entrant en jeu dans la co-évolution. Il permet de passer progressivement des modèles AS-IS et AS-WISHED pour aboutir à un modèle TO-BE. / Within the current context, the transformation of industries through new paradigms of performance such as The Factory of the Future (FoF), Industry 4.0 (I 4.0) or even The Smart Factory (SF) is at the heart of the industrials’ current concerns. The present work address the problem of the transition from a specific situation (AS-IS) to a target situation alike FoF (TO-BE) considering the desired situation AS-WISHED and the resources constraints. In this line of action, the main contribution concerns an approach based on a co-evolution model enabling to guide manufacturing industries to perform such a transition. Based on the work of Tolio et al. (2010), we propose an enhanced co-evolution model that integrates the strategic level of decisions, the information system role (IS) and the role of the human workforce. From the theoretical perspective, this new model consists in 3 domains: Product design/ Manufacturing/ IS which are structured into two levels of analysis: external (strategic) and internal (operational). The resulting structure of 6 sub-domains is in turn composed of 3 components covering the decisions related to each sub-domain and level of analysis. From the management perspective, the management of co-evolution relies on the modelling of their components. Hence, we exploit the modelling language constructs of the ISO 19440 (2007) standard for the internal components. Then, we characterize the existing co-evolution links between the different sub-domains of the proposed co-evolution model. At last, a 3 phase approach enabling to exploit the enhanced co-evolution model is proposed. It considers the feasibility constraints and the co-evolution constraints linked to the management of the links or impacts that came into play in the co-evolution. As such, it enables to work out progressively a feasible TO-BE model.

This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.