2,711 research outputs found

    Graduate Catalog of Studies, 2023-2024

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    Towards a framework for the study of ongoing socio-technical transitions: explored through the UK self-driving car paradigm

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    The UK government set out to see self-driving cars on roads by 2021. The idea of a self-driving car has been around for almost a century, and more recent technological developments have made self-driving cars a real-life possibility. While a fully self-driving automobility system is some distance away, real-life testing is bringing autonomous driving closer to consumers. Some claim this to be the biggest disruption to mobility systems since the invention of the car. Claims about the potential of self-driving mobility range from economic and social benefits to environmental improvements. A significant ambiguity however remains concerning how they will be deployed and how the technological innovation will affect mobility aims and related transport and infrastructure systems. So far, the vast majority of studies on AVs have focused on the technology aspect of this transition lacking contributions that address this from a broader socio-technical perspective. With the accelerated adoption of new technologies, Sustainability Transitions has come to prominence as a research area that seeks to understand and guide socio-technical transitions toward sustainable trajectories. Socio-technical transitions theoretical framework has been used to understand historical transitions in the majority of empirical applications. The ability to apply the same framework to ongoing transitions and to guide these towards sustainable outcomes remains unsubstantiated. To address this gap this thesis examines the foundations of multi-level perspective (MLP) – a socio-technical transitions analytical framework – and develops an analytical framework (SRPM – System Rules Pathways Mechanisms) that is appropriate for the study of ongoing transitions. The refocused framework incorporates critical realism to focus analysis on causation and causal mechanisms. It is used to analyse the ongoing socio-technical transition to self-driving cars in the UK through a four-step analytical process. The study is framed as a case-based process mechanism study. The four steps are: i) contextualisation of the ongoing transition to AVs in the UK as a socio-technical transition based on the MLP theoretical framework; ii) identification of internal and external structural relations within the transition through the notion of rules and the morphogenetic cycle; iii) aligning observed processes with transition pathways to theorise about the trajectories of the transition; iv) identification of causal mechanisms in the observed processes through identification of demi-regularities through data analysis of grey literature and theorisation about mechanisms through the development of mechanism sketches and schemata. The thesis makes two contributions to knowledge: i) methodological and ii) empirical. The methodological contribution is the development of the SRPM analytical framework to study an ongoing socio-technical transition, and the empirical contribution is the application of this framework to the study of the ongoing transition to driverless cars in the UK

    Performance, memory efficiency and programmability: the ambitious triptych of combining vertex-centricity with HPC

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    The field of graph processing has grown significantly due to the flexibility and wide applicability of the graph data structure. In the meantime, so has interest from the community in developing new approaches to graph processing applications. In 2010, Google introduced the vertex-centric programming model through their framework Pregel. This consists of expressing computation from the perspective of a vertex, whilst inter-vertex communications are achieved via data exchanges along incoming and outgoing edges, using the message-passing abstraction provided. Pregel ’s high-level programming interface, designed around a set of simple functions, provides ease of programmability to the user. The aim is to enable the development of graph processing applications without requiring expertise in optimisation or parallel programming. Such challenges are instead abstracted from the user and offloaded to the underlying framework. However, fine-grained synchronisation, unpredictable memory access patterns and multiple sources of load imbalance make it difficult to implement the vertex centric model efficiently on high performance computing platforms without sacrificing programmability. This research focuses on combining vertex-centric and High-Performance Comput- ing (HPC), resulting in the development of a shared-memory framework, iPregel, which demonstrates that a performance and memory efficiency similar to that of non-vertex- centric approaches can be achieved while preserving the programmability benefits of vertex-centric. Non-volatile memory is then explored to extend single-node capabilities, during which multiple versions of iPregel are implemented to experiment with the various data movement strategies. Then, distributed memory parallelism is investigated to overcome the resource limitations of single node processing. A second framework named DiP, which ports applicable iPregel ’s optimisations to distributed memory, prioritises performance to high scalability. This research has resulted in a set of techniques and optimisations illustrated through a shared-memory framework iPregel and a distributed-memory framework DiP. The former closes a gap of several orders of magnitude in both performance and memory efficiency, even able to process a graph of 750 billion edges using non-volatile memory. The latter has proved that this competitiveness can also be scaled beyond a single node, enabling the processing of the largest graph generated in this research, comprising 1.6 trillion edges. Most importantly, both frameworks achieved these performance and capability gains whilst also preserving programmability, which is the cornerstone of the vertex-centric programming model. This research therefore demonstrates that by combining vertex-centricity and High-Performance Computing (HPC), it is possible to maintain performance, memory efficiency and programmability

    An Exploration of Academy Deans' Responsibilities in Five U15 Research-Intensive Universities in Canada: Ambiguities and Managerialism in the Academe - A Mixed Methods Research

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    This study examined the responsibilities of academic deans within five U15 research-intensive universities in Canada as they operate in an increasingly complex environment. The academic deans who are sometimes flaunted as Chief Executive Officers, were found to be consummate academics who transitioned from their academic discipline into administration as middle managers. Academic deans have a dual responsibility in that they are accountable to the senior leadership of their university while being advocates for their colleges. Significantly, the responsibilities of these academic middle managers are central to the achievement of their universities’ strategic objectives. However, the position of the deanship is described by researchers as complex, and the very nature of the duality of the role engenders ambiguities. The ambiguities and complexities of academic deans’ responsibilities are said to be influenced by public sector reforms disguised as managerialism. Some practices espoused by managerialism appear to be integral to universities’ strategies globally, whether as an ideology or through processes and practices. Universities in Canada are also adopting various strategies which are said to be driven by managerialism (Brownlee, 2015). Symptomatic of managerialism are various changes in university governance, including the professionalization of the roles of middle managers, now referred to as chief executive officers in some institutions, and the implementation of marketing techniques (Brownlee, 2015; Kolsaker, 2008; Olssen, 2002). Additionally, and as indicated in the literature, reflective of managerialism are the demands for accountability, efficiency, and effectiveness which are achieved through practices such as increased competition, a focus on marketization, and engagement of private-public partnerships. According to the literature, the practices espoused by managerialism in higher education institutions (Meek et al., 2020; Seale & Cross, 2016) have shifted the responsibilities of academic deans to a type of management that is reflective of corporate-style management practices and evidenced by various corporate terminologies. Given the tenets of managerialism, the argument obtains that some principles of this ideology are translated into practices and have contributed to the evolved roles of academic deans. They now engage in business-like practices, the processes of their institutions’ strategic planning initiatives, establishing public-private partnerships, and marketization, among others. The changes have impacted how academic deans interpret, understand, and enact their roles, which are oftentimes imbued with role conflict and ambiguity due to competing demands and unclear expectations by various constituents (Arntzen, 2016; Boyko & Jones, 2010; Hoyle & Wallace, 2005). With the evolved responsibilities of academic mid-level managers, more specifically academic deans who are at the centre of this study, there is evidence of job enlargement as well as increased complexities in their roles. As such, in examining academic deans’ responsibilities, this study gathered information on academic deans lived experiences and perceptions of the presence of managerialism in their institutions and how their responsibilities reflect practices akin to managerialism. That is, responsibilities that mirror management techniques usually employed by the private sector or corporate organizations. The study further examined academic deans’ perceptions of role conflict and role ambiguity and how their perceived self-efficacy and tolerance-intolerance of ambiguity influence how they navigate the complexities of their roles. The study’s findings were limited to the perceptions of the participants who indicated that some of their responsibilities are reflective of practices such as budgeting and fund development; strategic planning; advancement/fundraising/establishing donor relationships; advertising/marketization and human resource management, among others. According to the narratives provided by the academic deans in this study, they found themselves ill-prepared for important corporate-like responsibilities, which they indicated generally do not coalesce with their academic disciplines. Further, the findings revealed that the practices that characterize the responsibilities of these middle-level managers/chief executive officers are delineated by varying degrees of uncertainties and ambiguities which are defined by role conflict and role ambiguity. However, the academic deans in the study demonstrated that having a sense of self-efficacy and a high tolerance for ambiguity had been valuable in helping them to navigate the complexities of their roles as they engaged the corporate-like management imperatives of their responsibilities. The research was grounded in the constructivist paradigm through a qualitatively dominant cross-over (Frels & Onwuegbuzie, 2013) mixed-methods research design. This process captured the subjective experiences of academic deans to gain an in-depth understanding of the practices of academic deans as they carry out their functions in an ambiguous environment characterized by managerialism (Arntzen, 2016; Ayers, 2012; Bess, 2006). Data were collected to address the research questions using a mixed methods sequential design over two phases. Phase one of this study focused on gathering quantitative data from surveys through SurveyMonkey. Phase two concentrated on the qualitative method of collecting data by way of reviewing position descriptions of academic deans, policy documents governing deans, and elite interviews with deans. The study has implications for further research initiatives, research-into-practice, and contribution to theory. Implications for future research include comparative research with larger sample sizes across U15 research-intensive and non-research-intensive universities to garner a more comprehensive understanding of academic deans’ perceptions of managerialism, role conflict, and role ambiguity. The study findings have potential implications for institutions’ policies governing academic deans’ recruitment and professional development of academics, including the establishment of management career pathways and succession planning initiatives

    Graduate Catalog of Studies, 2022-2023

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