Q2. What are the future works in this paper?
By applying AT to study how workshop participants use mediating artefacts to grapple with the object of a ‘ zero carbon zone ’, it was possible to show how a co-constructed, shared activity system can be developed to accommodate contradictions between the subjects ’ activity objects. As such, insights that AT provides into behaviour in problem structuring interventions may help to challenge assumptions about intervention design and develop further insight into scaffolding processes for collaborative work with collective impact. Finally, in terms of limitations and future research, while the authors have developed a basis for activity-based theories of OR interventions, there are still a number of open issues they did not address or only partially addressed. A full analysis of their case is likely to provide more insights and more guidelines to researchers for conducting such studies.
Q3. What is the meaning of collaborative learning?
Collaborative learning thus creates interdependencies and complex relationships, which facilitate the development of communication and interaction.
Q4. What are the partners of the STEEP project in Bristol?
The project partners in Bristol comprise the local university, an engineering consultancy, a third sector organisation with expertise in energy modelling, and the local council.
Q5. Why are cities perceived to be ideal test beds?
Cities are perceived to be ideal test beds due to their limited scale, their diversity and hence opportunities for learning about the complexity of socio-cultural practice change that accompanies technology transitions.
Q6. What are the types of artefacts used to create a social context?
They comprise language, mnemonic techniques, schemes, maps, drawings, signs, and other mental artefacts (John-Steiner and Mahn, 1996).
Q7. What is the meaning of the term “requisite models”?
He introduced the term “requisite models” to distinguish a form of representation from descriptive, normative, optimal or satisficing modelling.
Q8. What has been the focus of recent research on OR?
however, there has been some attention on studying the effectiveness of OR interventions from social-constructivist and socio-material process perspectives (Franco, 2013; Keys, 1995; White, 2009, 2006), leading to important agendas regarding theory, behaviour and outcomes pertaining to (particularly soft) OR processes.
Q9. What was the purpose of the workshops?
AC CEPT EDM ANUS CRIP T22The design of the workshops was an attempt to surface issues about inclusivity of engagement in the debate about proposed actions.
Q10. What is the way to continue this research stream?
One of the best ways to continue this research stream is to conduct empirically based studies to develop such mid-range theories (Yearworth and White, 2014).
Q11. What can researchers use to compare interventions of similar modes in different organizations?
Researchers can use such knowledge to compare interventions of similar modes in different organizations in a more systemic way and to build better mid-range theories by studying how collective action emerges in heterogeneous activity system networks through a re-construction of the structurating cultural-historical influences in the forms of rules, division of labour and community that influence how agency develops.
Q12. What was the role of power over in the workshop?
Power over, which was held by the project partners, shaped the design of the agenda, choice of the script (PSM), distribution of the documents (spatial planning framework) and the design of the list of invited stakeholders.
Q13. What is the approach to the study?
Their approach for the study aligns with suggestions for developing schemes and theories for intervention research by focusing on what participants in interventions do with each other, and with what tools, and for what purposes, and also with what matters to the participants, and how participants perform doing and saying things with what effects (Sandberg and Tsoukas, 2011).
Q14. What is the central finding in the study?
A central finding concerns activity objects and power, where previous studies could not adequately address the issues of power and contradiction (see Nicolini et al., 2012).
Q15. What was the argument for building requisite models?
Phillips’s (1984) argument for requisite models (and to focus on collective behaviour) was to counter the then in vogue research on judgement and decision making drawing on the classic work of behavioural economics (Hogarth, 1981, Simon, 1955 Kahneman and Tversky, 1984).
Q16. What was the first stage of the study?
The first stage involved reviewing the empirical material and producing basic summaries of what was happening while the workshops were taking place.