Thesis--Uppsala, 1978. / Summary in English. Includes indexes. Bibliography: p. 213-220.

Entrepreneurship is the key to a functioning society and global economy. To be entrepreneurial means not only to see and discover opportunities, but also to develop and refine these opportunities. There is evidence saying that entrepreneurship is not equal for men and women. Sweden is considered a strong and stable country with values that promote gender equality, but even in this country there are societal structures and phenomena that sometimes hinders female entrepreneurs from reaching the same success as male entrepreneurs. The aim of this thesis is therefore to explore Swedish female entrepreneurs and the challenges they face when conducting international business. Furthermore the thesis will try to explore what challenges they face in foreign market entry due to their gender as well as try to provide future female entrepreneurs with information on how to avoid or handle the challenges they might face due to their gender. There is a gap in literature regarding this subject.  The reviewed literature presents the international business environment and internationalization as well as entrepreneurship and the opportunities thereof. It also presents the occurrence of gender inequality in business. The conceptual framework is to illustrate how all parts are connected to the subject and to each other like a circular cycle. To ensure thorough research a qualitative method with an abductive approach is used. Both primary and secondary data have been used. The empirical data was collected through interviews with five Swedish international female entrepreneurs from different industries. The analysis was made by cross examination of the empirical data and the literature. Female entrepreneurs face challenges in international business but can often choose to use it as an advantage. There are social structures that need to change for the business environment to become more equal both in Sweden and internationally.

The present study deals with the predictive role of past and future self-continuity on procrastination at work. Self-continuity refers to how connected individuals feel to their past and future selves. Procrastination at work is a common issue with negative consequences for individuals and organizations. Previous research has shown a relationship between procrastination in the academic context and future self-continuity. Individuals with lower levels of future self-continuity are more likely to procrastinate because they perceive their future selves as strangers. The present study examines both past and future self-continuity in relation to procrastination in the workplace, rather than focusing on the academic domain. We collected quantitative data using an online questionnaire to answer the research questions. The results showed that both, past and future self-continuity, significantly predicted procrastination at work. Past self-continuity proved to be a stronger predictor than future self-continuity. Even after controlling for conscientiousness, past self-continuity robustly predicted procrastination at work. The mediation analysis did not show significant results for consideration of future consequences as a mediator. These findings emphasize the importance of considering individuals' connections to their past selves in understanding procrastination at work. They underscore the need for interventions that promote reflection on past experiences and goal setting to reduce procrastination tendencies. Our study provides new insights into self-continuity and procrastination in an organizational context and initiates future research and practical interventions.

<p>People use a variety of means to orient themselves towards the future. A more organised approach to handling the future known as "futures studies" is often used in a variety of contexts including long-term planning within large organisations. In the effort to enhance the quality of such studies, there have been arguments for better methods (which makes sense), but methods may not be the most important aspect in the production of futures studies. Greater theoretical awareness in the substantive questions upon which the study is based is more important. To that end, the intent of this dissertation is to infuse a keener awareness of fundamental assumptions in futures studies and contribute to increasing their quality.</p><p>One objective of the dissertation is to formulate a method or procedure to analyse the futures studies of large organisations, apply it to two empirical cases and thereafter analyse its strengths and weaknesses. The method I discuss and develop extensively in this work consists of an analytical framework that focuses on three aspects of each future study: its architecture, its relationship to a few of the key future issues of our time and its assumptions regarding our views on society, humanity and technology. A second objective is to systematically study future documents from two large organisations and attempt to clarify motives, orientation, methodology and distinguishing characteristics in their future processes. The cases I have chosen are the Swedish Armed Forces and the telecommunications company Ericsson, which were both in a period of transition around the mid 1990s.</p><p>The dissertation shows how the method has been used to bring to the fore and clarify central ideas in futures studies, identify ambiguities and fuzzy thinking and to show and expose more covert assumptions. The analysis also illustrates that certain aspects of the model have been observed in the empirical material, other ideas are found to a lesser extent and certain perspectives are entirely absent. The paper stresses that the model developed has both strengths and weaknesses, but the overall assessment is that it was well-balanced and maintains appropriate depth in relation to desired efficiency. The study shows that the analytical method is relevant and adequate to understand and describe the direction and content of futures studies and in so doing enhance their quality.</p>

There currently exists a challenge in higher education to improve undergraduate education. The development and more adequate preparation of future faculty, who are current graduate students, is one of several options identified as a viable strategy to address this challenge. This dissertation explored the quality of motivation as a factor affecting the preparation or socialization of future faculty at two top-tier universities. The quality of motivation is believed salient to preparation and socialization. This study focused on the motivation types of teaching-focused future faculty preparation program (FFPP) completers, their programmatic experiences, and various personal and social factors, such as gender, program, and academic discipline, as reason for motivation type. This mixed methods research study was based on the tenets of self-determination theory and revealed quantitatively, through inferential statistics, that a significant difference exists in the motivation type of participants based on gender, program, and academic discipline. Qualitative findings, from focus group interviews, were that FFPP design characteristics included elements to satisfy the innate psychological need for competence but fell short in meeting the need for relatedness. The findings offer insights into aspects that affect the quality of motivation in program participants. They also suggest that in order to more adequately prepare and socialize future faculty, consideration must be given to the importance of satisfying innate psychological needs in an effort to enhance the quality of participant motivation. Both findings support the importance of relatedness in affecting the quality of motivation. The findings of this study support the notion that certain demographic or contextual factors, as well as the satisfaction of innate psychological needs are critical to motivation quality, internalization, behavior, and socialization. The results of this study will contribute to program developers' awareness of motivation quality and its effect on behavior to enhance the design of teaching-focused future faculty preparation programs and socialization. Through the use of motivation quality, this study serves as a catalyst for the more adequate preparation of future faculty to improve undergraduate education.

Call number: LD2668 .T4 1979 S62 / Master of Science

The tension uncovered during this study is between two worlds: the very pragmatic and enormously challenging world of managing in a rapidly changing and highly competitive global market, and the scientific world of strategic management thinking and the concern that contemporary strategic management is unable to deal effectively with the modern dilemma of globalisation. This dilemma is as a result of change; before a current scenario can be solved, the next evolution of scenarios is upon the business community. In today's turbulent world, globalisation is sweeping away the market and industry structures that, historically, have defined competition. Swept away with them are the classic approaches to strategic management, nearly all of which mistakenly assume that a predictable path to the future can be paved from the experiences of the past. The solution: Strategy should be dynamic and should change constantly in order to contend with external turbulences. Organisations should brace themselves for a future of hyper-competition. They should respond to these rapid changes in the business environment by adopting a new approach to strategy, one that combines speed, openness, and flexibility. Organisations need: an ability to sense changes in their environment; an ability to understand the impact, of this change, on the whole; a willingness to adapt to change; and an ability to adapt. Experimenting with new strategies is also important. Constant testing, adaptation and building on what is found to be successful with customers is the way ahead, especially when one is trying to re-invent the value provided, or the way in which it is produced and delivered. The overall purpose of this experimental strategic learning and management process is to establish which strategic options or elements thereof are robust across the possible competitive scenarios, and use the healthiest elements to develop your strategic intent - your core strategic focus or theme.

International Telemetering Conference Proceedings / October 18-21, 2004 / Town & Country Resort, San Diego, California / The system architecture of an onboard FTI-System is specifically designed to fulfil highly demanding flight test requirements. Since these flight test requirements are steadily increasing with the growing complexity of test aircraft and mission systems, a corresponding improvement in the performance of the FTI-Systems is mandatory to satisfy those flight test demands. In addition, the individual test flights have to provide the maximum of flight test data obtainable in order to improve test efficiency and to cut project costs. Increased performance, miniaturisation, more reduced design and installation costs are the challenges for future system architectures. The developments of commercial and consumer electronics have an increasing influence on the layout of FTI-Systems.

Doctor of Philosophy / Curriculum and Instruction Programs / Jacqueline D. Spears / There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers.  In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas.  Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques.  A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject.  Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance.  One of these areas is understanding children’s ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students’ knowledge of children’s ideas and use of those ideas in instructional and assessment strategies.  Results indicated that students who were explicitly exposed to knowledge of children’s ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children’s ideas, instructional strategies, and assessment strategies that incorporated those ideas.  This research explores an instructional model for blending physics content and pedagogical content knowledge.

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