El Misterio de la biblioteca Mil.lènium o cómo promover relaciones colaborativas desde la participación del alumnado = The Mystery of the Mil.lènium Library: How to Promote Collaborative Relationships Through Student Participation

La pedagogía crítica acentúa la falta de neutralidad de la escuela respecto a las relaciones de poder que existen en la sociedad. Su propuesta consiste en modificar las relaciones de poder en el aula en el sentido de transformar las relaciones coercitivas –las que reproducen las relaciones existentes– en relaciones colaborativas partiendo del reconocimiento y la participación de los alumnos en las actividades escolares. Desde esta perspectiva, uno de los objetivos de las actividades es que los niños produzcan «textos identitarios», entendidos como artefactos que los alumnos se pueden apropiar para promover su desarrollo cognitivo. El artículo muestra el trabajo educativo integrado desde Educación Infantil hasta 6.º de Primaria de una escuela de la provincia de Girona en la que el 97% de los alumnos es de origen extranjero y cuyo propósito es incrementar las habilidades lingüísticas orales y escritas en la lengua escolar, así como la utilización de otros lenguajes multimedia. La unidad didáctica consiste en la elaboración de un cuento a lo largo de un curso escolar por parte de todo el alumnado con la ayuda de los profesores, de dos autores y de tres ilustradores. Cada ciclo escolar decide los personajes y el escenario y explicita textualmente el transcurso de la acción. Los ilustradores producen las imágenes y los autores posibilitan la transición de aquello que ha elaborado un ciclo al producto del siguiente. La actividad basada en la participación y la utilización de procedimientos democráticos de decisión se inserta en la propuesta educativa y lingüística de la escuela, así como en sus concreciones curriculares. Los resultados muestran que los textos construidos por los niños se apoyan en sus «fondos de conocimiento» sociales y familiares y constituyen una fuente de progreso en la consecución de las competencias básicas y en la construcción de valores democráticos

Collaborative Relationships in Supply Chain

Nykyään asiakkaat odottavat lyhyempiä toimitusaikoja, joustavia toimituksia, parempaa laatua ja alhaisempaa hintatasoa. Toimittajan ja ostajan välinen yhteistyösuhde on yksi tärkeimmistä toiminnoista, joka mahdollistaa menestyksekkään liiketoiminnan nopeasti kasvavassa telekommunikaatioympäristössä.Tämä tutkimus käsittelee ydinasioita toimittajien ja ostajien välisen yhteistyön kehittymisen ympärillä. Tämä tarkoittaa hankintojen suunnittelua yhteistyössä toimittajien kanssa, selvittää mitä asioita voidaan ja pitäisi parantaa toimittaja/ostaja-suhteisiin ostotoiminnassa, ja mitä asioita pitää ottaa huomioon suunniteltaessa yhteistyösuhteita toimittajien kanssa. Tämä tutkimus myös lisää yleistä tietämystä strategisesta hankintatoiminnasta ja erilaisista olosuhteista toimittaja/ostaja-suhteissa, jotta menestyksellisiä suhteita toimittajien ja ostajien välillä voidaan saavuttaa, ylläpitää ja perustaa. Empiirinen osa analysoi kuinka tehokkaammat ja integroidummat suhteet saavutetaan hankintaketjussa telekommunikaationyrityksen valittujen toimittajien kanssa. Lisäksi paino-pistealueena on esittää ja selittää kuinka toimittajat ja ostajat käsittävät yhteistyösuhteensa. Empiirisen osan tulokset antavat ostajille parempaa ymmärrystä avaintoimittajiensa tilasta ja työkalut suorittaa menestyksekkäämpää liiketoimintaa yhteistyösuhteiden avulla.

Cultivating Collaborative Relationships: A Case Study of Teacher Collaboration and Professional Development

Students often receive instruction from specialists, professionals other than their general educators, such as special educators, reading specialists, and ESOL (English Speakers of Other Languages) teachers. The purpose of this study was to examine how general educators and specialists develop collaborative relationships over time within the context of receiving professional development. While collaboration is considered essential to increasing student achievement, improving teachers’ practice, and creating comprehensive school reform, collaborative partnerships take time to develop and require multiple sources of support. Additionally, both practitioners and researchers often conflate collaboration with structural reforms such as co-teaching. This study used a retrospective single case study with a grounded theory approach to analysis. Data were collected through semi-structured interviews with thirteen teachers and an administrator after three workshops were conducted throughout the school year. The theory, Cultivating Interprofessional Collaboration, describes how interprofessional relationships grow as teachers engage in a cycle of learning, constructing partnership, and reflecting. As relationships deepen some partners experience a seamless dimension to their work. A variety of intrapersonal, interpersonal, and external factors work in concert to promote this growth, which is strengthened through professional development. In this theory, professional development provides a common ground for strengthening relationships, knowledge about the collaborative process, and a reflective space to create new collaborative practices. Effective collaborative practice can lead to aligned instruction and teachers’ own professional growth. This study has implications for school interventions, professional development, and future research on collaboration in schools.

Trust in inter-organizational relationships

Trust in inter-organizational collaborative relationships has attracted substantial research interest among academics and practitioners. Previous studies have concentrated on the benefits of trust to business outcomes and economic performance, as it is considered to be a source of competitive advantage. Despite this increased level of interest, there is no consensus, much less overall agreement, about how it should be conceptualized or about the number of dimensions it incorporates. On the inter-organizational level there is an obvious challenge in defining both the trusting party and the objects of trust. Thus, the notion of trust as an under-theorized and poorly understood phenomenon still holds. Hence, the motivation of this study was fuelled by the need to increase our knowledge and understanding of the role and nature of trust in inter-organizational collaborative relationships. It is posited that there is a call for more understanding about its antecedents and consequences, as well as about the very concept in inter-organizational collaborative relationships. The study is divided into two parts. The first part gives a general overview, and the second part comprises four research publications. Both qualitative and quantitative research methodology is utilized. A multi-method research design was used because it provides different levels of data and different perspectives on the phenomenon. The results of this study reveal that trust incorporates three dimensions on both the individual and the organizational level: capability, goodwill, and self-reference. Trust develops from the reputation and behavior of the trusted party. It appears from this study that trust is clearly directed towards both individual boundary spanners and the counterpart company itself – i.e. not only to one or the other. The trusting party, on the other hand, is always an individual, and not the organization per se. Trust increases collaboration benefits and lowers collaboration drawbacks, thus having a positive effect on relationship performance. The major contribution of this study lies in uncovering the critical points and drawbacks in prior research and thereby in responding to the highlighted challenges. The way in which these challenges were addressed offers contributions to three major issues in the emerging theory of trust in the inter-organizational context: firstly, this study clarifies the trustor-trustee discussion; secondly, it conceptualizes trust as existing on both individual and organizational levels; and thirdly, it provides more information about the antecedents of trust and the ways in which it affects relationship performance.

VOICES FROM THE SOUTH: DIALOGICAL RELATIONSHIPS AND COLLABORATION IN MATHEMATICS EDUCATION

This chapter presents a collaborative experience between two neighbouring countries from South America: Argentina and Brazil. Our purpose is to share a model of international collaboration that we consider to be an alternative to the classical movement of early mathematical and scientific knowledge between East and West and between North and South. We start our chapter with a general discussion about the phenomenon of globalization considering some local examples. We characterize our collaboration exploring the tensions and difficulties we faced along our own professional development at the local as well as the international level. We describe the development of our prior collaborative work that established the foundation for our international collaboration portraying the local mathematics education communities. We refer to some balances that were created among our relationships, the expansion of our collaborative network, and how this particular collaboration allows us to contribute to the regional field and inform the international one. We discuss the way that the search for balance and symmetry, or at least a complementary asymmetry in our collaborative relationships, has led us to generate a genuine and equitable collaboration.

Learning to collaborate:a study of individual and organizational learning, and interorganizational relationships

This paper examines learning to collaborate in the context of industrial supply relationships. Evidence of collaboration, and individual and organizational learning, from an in-depth case study of a large organization and its relations with two key suppliers is discussed. Analytic methods developed to elicit such evidence and provide insights into learning processes and outcomes are presented. It is argued that it is possible for an organization and individuals to learn to develop resilient collaborative relationships, but this requires a more thorough consideration and understanding of issues such as trust, commitment and teamwork than has been typical to date. Suggestions for future practice and research are presented.

Project RAILS: Lessons Learned about Collaborative Rubric Assessment of Information Literacy Skills

Link to article on publisher site: https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/articles/belanger.pdf

Collaborative governance of smart cities: addressing multiple relations of actors involved

This dissertation aims to contribute to the discourse on the governance of smart cities (SC) by examining the collaborative relationships between various actors involved in developing and implementing SC initiatives. Poorly organized collaboration can lead to conflicts and misunderstandings, resulting in failures in realizing such complex technological initiatives. Hence, capturing the main elements of SC collaboration becomes essential for understanding how they should be developed and managed. However, the topic has been limitedly explored in prior research, with fragmented studies on narrow aspects related to the SC governance. Using Russia as an empirical setting, the study focuses on the interplay of both government and non-governmental stakeholders in constructing collaborative relationships within SC, covering both vertical and horizontal dimensions of their interaction. The overarching goal of this research is to understand how collaborative governance unfolds in the SC context by stating two guiding research questions: 1) who are the dominant actors in SC and what are their roles? 2) what are the relationships forged among them? The dissertation investigates the SC initiatives across three different cities – Moscow, Saint Petersburg, and Perm – in a format of empirical illustration as well as an in-depth case study. The dissertation provides three main contributions. First, it strengthens the link between the SC domain, public governance, and literature on cross-sectoral collaboration by highlighting ‘urban smartness’ as a source for generating multiple values. Second, the thesis offers novel view on the strategic development paths which conceptually shape the SC framework. It connects the techno-centric and human-centric perspectives of SC by showing that they are naturally linked, rather than mutually exclusive. Third, the study illustrates that SC initiatives are contextually dependent, and this dependence covers specificities of public governance, including underlying informal mechanisms, which influence the inception, development, and management of SC in the organizational realms.

Organizational Learning in the Context of an Agri-Food Chain

This paper reports on the outcomes of the first stage of a longitudinal study that focused on the transformational change process being undertaken within the Supply Chain and Operations Area of a major Australian food manufacturing company. Organizational learning is an essential prerequisite for any successful change process and an organization's ability to learn is dependent on the existence of an environment within the organization that nurtures learning and the presence of key enablers that facilitate the learning process. An organization's capacity to learn can be enhanced through its ability to form and sustain collaborative relationships with its chain partners. The results show that an environment that supports organizational learning is being developed through consultative leadership and the empowerment of individuals within a culture that supports innovation and cross-functional teamwork but demands responsibility and accountability. The impact of these changes within the Supply Chain and Operations Area is evident in the significant improvement in the Area's productivity and efficiency levels over the past twelve months. The company's endeavours to engage its major supply chain partners in the learning process have been limited by the turmoil within the company. However the company has involved its supply chain partners in a series of mutually beneficial projects that have improved communication and built trust thereby laying the foundations for more collaborative chain relationships.

Práticas pedagógicas inclusivas no cotidiano da educação infantil : considerações sobre a infância e a criança com deficiência e transtornos globais do desenvolvimento

Esta dissertação tem como objetivo investigar as práticas pedagógicas inclusivas instituídas no cotidiano da educação infantil a partir de um olhar para a infância e para a criança com deficiência e transtornos globais do desenvolvimento. Apontamos como objetivos específicos: definir o que está sendo reconhecido como práticas educacionais inclusivas a partir de indicadores estabelecidos para identificá- las no contexto de uma escola de educação infantil; investigar como a escola reflete, dialoga sobre as questões da inclusão das crianças na primeira infância na unidade de educação infantil e como se configuram as propostas de formação dos professores neste espaço, a fim de constituir práticas pedagógicas inclusivas na unidade escolar; escutar as crianças com deficiência e transtornos globais do desenvolvimento e as demais crianças sobre como estão compreendendo o acontecimento das práticas pedagógicas em geral e as práticas pedagógicas inclusivas da unidade de ensino de educação infantil. Para tanto, desenvolvemos um estudo de natureza qualitativa, tendo como base a metodologia do estudo de caso etnográfico numa perspectiva colaborativa, no qual realizamos análise documental, entrevistas semiestruturadas, observações participantes, ciclos de formação com os professores e roda de conversa com as crianças, que foram registrados por meio de fotografias, áudio e videogravações. O estudo foi desenvolvido no contexto de uma escola pública de educação infantil do município de Cachoeiro de Itapemirim – ES. Os participantes foram oito crianças público-alvo da educação especial, com idade entre dois a seis anos de idade, dez professores, três pedagogas, uma diretora, uma coordenadora e duas auxiliares de turma que se envolveram direta ou indiretamente com o estudo. O estudo foi realizado durante quatorze meses, no período de 28 de outubro de 2011 a 10 de dezembro de 2012, em uma Escola Municipal de Educação Básica do município de Cachoeiro do Itapemirim/ES, que atende exclusivamente aos alunos da educação infantil, em duas turmas de creche e três de pré-escola. Os aportes teóricos fundamentam-se na abordagem histórico-cultural e nos estudos de Phelippe Meirieu. Os dados foram organizados em temáticas e “episódios interativos” e analisados por meio da abordagem microgenética e das análises das narrativas. A análise dos resultados evidenciou a importância do investimento na formação dos professores, a constituição de relações de colaboração entre professores regentes e de Educação Especial e a assunção de que toda criança tem capacidade de aprender, pois esses elementos influenciam as práticas pedagógicas constituídas nos espaços-tempos da Educação Infantil mediante o desafio de inclusão escolar de crianças com deficiência e com transtornos globais do desenvolvimento.

A cooperação informal para a internacionalização

Dissertação de Mestrado em Gestão e Internacionalização de Empresas

HUMAN T-LYMPHOTROPIC VIRUS 1 (HTLV-1) AND HUMAN T-LYMPHOTROPIC VIRUS 2 (HTLV-2): GEOGRAPHICAL RESEARCH TRENDS AND COLLABORATION NETWORKS (1989-2012)

Publications are often used as a measure of research work success. Human T-lymphotropic virus (HTLV) type 1 and 2 are human retroviruses, which were discovered in the early 1980s, and it is estimated that 15-20 million people are infected worldwide. This article describes a bibliometric review and a coauthorship network analysis of literature on HTLV indexed in PubMed in a 24-year period. A total of 7,564 documents were retrieved, showing a decrease in the number of documents from 1996 to 2007. HTLV manuscripts were published in 1,074 journals. Japan and USA were the countries with the highest contribution in this field (61%) followed by France (8%). Production ranking changed when the number of publications was normalized by population (Dominican Republic and Japan), by gross domestic product (Guinea-Bissau and Gambia), and by gross national income per capita (Brazil and Japan). The present study has shed light on some of the defining features of scientific collaboration performed by HTLV research community, such as the existence of core researchers responsible for articulating the development of research in the area, facilitating wider collaborative relationships and the integration of new authors in the research groups.

Colaboração em inovação: parceiros ou concorrentes?

Dissertação de mestrado em Economia Industrial e da Empresa

Vendor Managed Inventory: the Critical Success Factors from the Manufacturer Point of View

Yritykset ovat pakotettuja erilaisiin yhteistyömuotoihin pärjätäkseen kiristyvässä kilpailussa. Yhteistyösuhteet kulkevat eri nimillä riippuen teollisuuden alasta ja siitä, missä kohtaa toimitusketjua ne toteutuvat, mutta periaatteessa kaikki pohjautuvat samaan ideaan kuin Vendor Managed Inventory (VMI); varastoon jakysyntään liittyvä tieto jaetaan toimitusketjun eri osapuolien kesken, jotta tuotanto, jakelu ja varastonhallinta olisi mahdollista optimoida. Vendor Managed Inventory on ideana yksinkertainen, mutta vaatii onnistuakseen paljon. Perusolettamus on, että toimittajan on kyettävä hallinnoimaan asiakkaan varastoa paremmin kuin asiakas itse. Tämä ei kuitenkaan ole mahdollista ilman riittävää yhteistyötä, oikeanlaista informaatiota tai sopivia tuoteominaisuuksia. Tämän työn tarkoitus on esitellä kriittiset menestystekijät valmistajan kannalta, kun näkyvyys todelliseen kysyntään on heikko ja kyseessäolevat tuotteet ovat ominaisuuksiltaan toimintamalliin huonosti soveltuvia. VMItoimintamallin soveltuvuus matkapuhelimia valmistavan yrityksen liiketoimintaan, sekä sen vaikutus asiakasyhteistyöhön, kannattavuuteen ja toiminnan tehostamiseen on myös tutkittu.

Nursing student-patient relationship and associated factors

The purpose of this study was to analyse the nursing student-patient relationship and factors associated with this relationship from the point of view of both students and patients, and to identify factors that predict the type of relationship. The ultimate goal is to improve supervised clinical practicum with a view to supporting students in their reciprocal collaborative relationships with patients, increase their preparedness to meet patients’ health needs, and thus to enhance the quality of patient care. The study was divided into two phases. In the first phase (1999-2005), a literature review concerning the student-patient relationship was conducted (n=104 articles) and semi-structured interviews carried out with nursing students (n=30) and internal medicine patients (n=30). Data analysis was by means of qualitative content analysis and Student-Patient Relationship Scales, which were specially developed for this research. In the second phase (2005-2007), the data were collected by SPR scales among nursing students (n=290) and internal medicine patients (n=242). The data were analysed statistically by SPSS 12.0 software. The results revealed three types of student-patient relationship: a mechanistic relationship focusing on the student’s learning needs; an authoritative relationship focusing on what the student assumes is in the patient’s best interest; and a facilitative relationship focusing on the common good of both student and patient. Students viewed their relationship with patients more often as facilitative and authoritative than mechanistic, while in patients’ assessments the authoritative relationship occurred most frequently and the facilitative relationship least frequently. Furthermore, students’ and patients’ views on their relationships differed significantly. A number of background factors, contextual factors and consequences of the relationship were found to be associated with the type of relationship. In the student data, factors that predicted the type of relationship were age, current year of study and support received in the relationship with patient. The higher the student’s age, the more likely the relationship with the patient was facilitative. Fourth year studies and the support of a person other than a supervisor were significantly associated with an authoritative relationship. Among patients, several factors were found to predict the type of nursing student-patient relationships. Significant factors associated with a facilitative relationship were university-level education, several previous hospitalizations, admission to hospital for a medical problem, experience of caring for an ill family member and patient’s positive perception of atmosphere during collaboration and of student’s personal and professional growth. In patients, positive perceptions of student’s personal and professional attributes and patient’s improved health and a greater commitment to self-care, on the other hand, were significantly associated with an authoritative relationship, whereas positive perceptions of one’s own attributes as a patient were significantly associated with a mechanistic relationship. It is recommended that further research on the student-patient relationship and related factors should focus on questions of content, methodology and education.