Reforms that have taken place in the South African education system since 1994 have led to changes in terms of how learning areas are taught in schools. There have been changes regarding the teaching of physical development activities in schools in recent years. Physical education as a subject was infused within life orientation (LO) as a learning area with physical development activities as one of the outcomes. The time to teach physical development activities has been reduced as other learning outcomes within LO have to be taught. This has led to situations where the teaching of physical development activities is undermined in many schools. Pressure to perform well in learning areas such as mathematics and literacy makes educators to devote less time on the teaching of physical development activities. To a larger extent, financial resources on the other hand, are being directed to other learning areas due to pressure to conform to international education standards. There is a need for school leaders to respond to new conditions of teaching. This research project deals with the leadership practices of heads of department (HODs) in the implementation of physical development activities. The study aims to investigate how HODs lead and manage the educators who teach physical development activities. Among other things, the study will focus on the HODs‟ leadership styles relevant to the teaching of physical development activities. The study will also look at challenges they experience in their departments, training needs and how they keep balance between teaching and monitoring educators who teach physical development activities. The researcher used qualitative research approach to collect information for the study. Semi-structured interviews were conducted with two HODs and four educators in two primary schools. The findings indicate that lack of experience and specialisation in the teaching of physical development activities has an influence on the HODs leadership style. More support is needed in the teaching of physical development activities in order to boost the confidence of those who are teaching this part of the learning area. Deployment of staff members to the relevant positions is one of the priority areas. An implication for schools, particularly HODs and school management teams is that the teaching of physical development activities is as important as the teaching of other learning areas. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

This thesis focuses on the topic of local action groups in the area of the Czech Republic. The aim of this thesis is to discover what is the conternporary status of the local action groups in the Czech rural area. The research is based on the evaluation of the local action groups done by their members and also on an analysis of activities of the local action groups. The research was done in three local action groups which were chosen to be supported in the program LEADER in the period 2007-2013. The thesis comes out of the assumption that the activities done by the local action groups can influence their position in the rural area. The theoretical part of the thesis deals with the definition of term "country", approach to the rural development, method LEADER, program LEADER and the term of local action groups are introduced in this part. The practical part of the thesis is the research itself. The analysis of documents and questionnaire investigation by the members of LAG should confirm or deny the stated hypothesis.

Les personnes ayant un trouble du spectre de l’autisme (TSA) ont un taux d’emploi bien inférieur à celui de la population générale. Les difficultés éprouvées lors des interactions sociales sont l’un des facteurs principaux faisant obstacle à leur recherche d’emploi et à leur maintien en emploi. Pourtant, plusieurs personnes ayant un TSA possèdent des caractéristiques qui peuvent être valorisées sur le marché du travail. Notre étude évalue la mise en œuvre et les extrants d’un programme de soutien à l’emploi d’Action main-d’œuvre (AMO), un organisme communautaire situé à Montréal, conçu pour les personnes ayant un TSA sans déficience intellectuelle. Plus spécifiquement, nous nous sommes intéressée aux caractéristiques de leurs clients, aux services offerts, aux extrants du programme et à la satisfaction par rapport à leurs services. De plus, nous cherchions à comprendre comment se déroulait l’intégration des employés soutenus par AMO et quels facteurs influençaient le succès de cette intégration. Pour comprendre la mise en œuvre, les extrants et la satisfaction des clients d’AMO, nous avons commencé par recruter 37 participants recevant des services d’AMO. Ces participants ont rempli des questionnaires au début de leur accès aux services, ainsi qu’après 6 semaines en emploi ou après 6 à 9 mois de recherche d’emploi infructueuse. De plus, nous avons consulté leurs dossiers à AMO au cours des 12 mois suivant le début de leur participation à l’étude. Lorsqu’un participant ayant trouvé un emploi nous donnait l’autorisation de contacter son employeur, nous l’avons invité à remplir un questionnaire sur sa satisfaction quant aux services d’AMO et son appréciation quant à son employé. Onze employeurs ont accepté de participer à l’étude. Le premier article de cette thèse montre que les participants avaient des manifestations associées à l’autisme autant de niveau faible, que de niveau modéré ou grave. De plus, 38 % des participants avaient des capacités adaptatives sous la moyenne. Une grande proportion des participants (62 %) présentaient des niveaux élevés d’anxiété. Nos résultats indiquent que 62,1 % des participants ont obtenu un emploi rémunéré. Toutefois, seuls 59,2 % des participants ayant trouvé un emploi sont demeurés en emploi. Le temps de soutien consacré aux participants en emploi était très variable, soit de 0 à 21 contacts selon les dossiers des clients. Les conseillers devaient aussi à collaborer avec d’autres professionnels, comme les travailleurs sociaux ou des éducateurs spécialisés pour soutenir les besoins complexes des participants dans les autres sphères de leur vie. La satisfaction par rapport aux services d’AMO était élevée, autant chez les participants ayant un TSA que chez les employeurs. Pour comprendre le processus d’intégration en emploi d’une personne ayant un TSA dans une organisation et la contribution des facteurs organisationnels dans ce processus, nous avons rédigé neuf études de cas basées sur des entrevues auprès de 18 autres participants. Selon des critères permettant d’assurer la diversité des cas étudiés, nous avons d’abord recruté un échantillon de 4 gestionnaires en collaboration avec AMO. Par la suite, nous avons recruté un autre échantillon de 5 clients, ainsi que leurs conseillers en intégration, et leur gestionnaire (pour 4 de ces clients). Dans notre deuxième article, nous avons constaté que la qualité de la relation entre le superviseur et son employé était la dimension la plus importante expliquant le succès ou l’échec du processus d’intégration des employés ayant un TSA. Cette dimension était importante à toutes les étapes du processus, à partir de l’embauche et jusqu’à ce que l’employé soit en situation d’inclusion ou ne soit plus employé. Ce constat s’inscrit dans la théorie des échanges leader-membre (LMX) qui explique comment la qualité de la relation du superviseur avec chacun de ses subordonnés contribue à des résultats positifs pour lui-même et pour chaque employé. La qualité de cette relation était influencée par l’action du conseiller en intégration qui facilitait la communication entre le superviseur et l’employé. Le type et l’intensité du soutien variaient en fonction des difficultés de communication et d’interaction sociale propres à chaque employé. Les résultats de ces deux articles permettent de démontrer la diversité de la clientèle d’AMO et ses besoins en soutien ainsi que l’utilité des services pour permettre à sa clientèle de se trouver un emploi. Les résultats moins favorables en matière de maintien d’emploi et la compréhension des facteurs influençant l’intégration en emploi démontrent l’importance d’offrir du soutien aux clients ayant un TSA à plus long terme. / Individual with autism spectrum disorder (ASD) have a much lower employment rate than the general population. Difficulties experienced during social interactions are some of the main factors hindering their job search and their job retention. However, many adults with ASD have characteristics that are valued by the labour market. Our study evaluates the implementation and the outputs of the employment program at Action main-d’œuvre (AMO), a community organization located in Montreal, offering employment services for individuals with ASD who do not have an intellectual disability. More specifically, we examined the characteristics of their clients, the services offered, the outcomes of the program and the satisfaction with their services. In addition, we aimed to understand the integration process into a new job of employees supported by AMO and what factors influenced the success of this integration. To understand the program implementation, outcomes and customer satisfaction at AMO, we recruited 37 participants receiving AMO services as a first step. These participants completed questionnaires at the start of their access to the services, as well as after 6 weeks of employment or after 6 to 9 months of unsuccessful job search. In addition, we consulted their files at AMO during the 12 months following the start of their participation in the study. When a participant who had found a job gave us permission, we invited their employer to complete a questionnaire on their satisfaction with AMO’s services and their appreciation of their employee. Eleven employers agreed to participate in the study. The first article of this thesis shows that the participants had autism manifestations of all possible levels: mild, moderate or severe. In addition, 38% of participants had adaptive abilities below the normal range. A large proportion of the participants (62%) had high levels of anxiety. Our results indicated that 62.1% of the participants obtained paid employment. However, only 59.2% of participants who found a job remained employed. The time spent on employed participants varied widely, from 0 to 21 contacts according to the files of the clients. Counsellors also had to work with other professionals to support participants’ complex needs in other areas of their lives, such as social workers and special educators. Satisfaction with services was high, both among participants with ASD and among employers. To understand the process of integrating an employee with ASD into an organization and the contribution of organizational factors to this process, we wrote nine case studies based on interviews with 18 other participants. According to criteria ensuring the diversity of the cases studied, we first recruited a sample of 4 managers in collaboration with AMO. Subsequently, we recruited another sample of 5 clients, as well as their counsellor, and their manager (for 4 of these clients). In our second article, we found that the quality of the relationship between the supervisor and his employee was the most important dimension explaining the success or failure of the integration process for employees with ASD. This dimension was important at all stages of the process, from hiring and until the employee was in a situation of inclusion or was no longer employed. This finding can be understood with the leader-member exchange theory (LMX), which explains how the quality of the supervisor’s relationship with each of his subordinates contributes to positive results for himself and for each employee. The quality of this relationship was influenced by the action of the employment counsellor (also named job coach) who facilitated communication between the supervisor and the employee. The type and intensity of support varied depending on the unique communication and social interaction challenges of each employee. The results of these two articles demonstrate the diversity of AMO’s clients and their support needs as well as the usefulness of the services in supporting them in finding employment. The less favorable job retention results and our understanding of the factors influencing job integration demonstrate the importance of providing support to clients with ASD in the longer term.

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This master's thesis deals with Local Action Groups (LAGs), based on the EU approach LEADER for local development, in the Czech Republic during the programming period 2014- 2020. It focuses on the ability of LAGs to acquire and pass on knowledge and to learn, as well as on their networks. Within this work, the character of acquired knowledge, means of transfer of the knowledge and forms of learning are examined. Furthermore, research focuses on LEADER networks and their internal relations as well as level of communication and trust, in order to determine the efficiency of these networks. Lastly, the institutional thickness of the environment of Czech LAGs is examined that constitutes of non-scientific institutions and technological infrastructure. Cooperation with these two types of institutions leads to creation and implementation of innovations and more effective development of the territory. The theoretical grounding and criteria of this work are based on the Theory of Learning Regions. To obtain the data, a mixed research method was used. A combination of quantitative and qualitative research was carried out in the form of a questionnaire survey, semi-structured interviews and analysis of primary documents.

Digitalisierung ist inzwischen in nahezu allen Lebensbereichen omnipräsent, besonders Unternehmen müssen daher den Weg der digitalen Transformation gehen, um weiterhin auf dem Markt relevant zu bleiben. Vor allem der Umgang mit der Digital Skills Gap stellt für Unternehmen eine Herausforderung dar. Dies führt zu einer veränderten Arbeitswelt und damit zu dem Bedarf an einem neuen Führungskonzept, dem Leader 4.0. Obwohl diesem Thema eine hohe Bedeutung zukommt, die sich in der Zukunft noch verstärken wird, gibt es hierzu bisher nicht viele Forschungsansätze. Diese Arbeit bietet daher eine Zusammenstellung der in der Literatur bereits aufgeführten Eigenschaften und Fähigkeiten, welche einen Leader 4.0 ausmachen sowie Strategien des Leader 4.0 zur Lösung der Problematik der Digital Skills Gap. Hierfür werden mittels einer systematischen Literaturrecherche zunächst die digitale Transformation im Unternehmen und ihre Herausforderungen als Ursache der Veränderungen in der Arbeitswelt betrachtet. Weiterhin werden auf Basis dieser neuen Anforderungen notwendige Kompetenzen eines Leader 4.0 aus der Literatur zusammengetragen. Abschließend erläutert dieser Text Möglichkeiten, wie der Leader 4.0 der Digital Skills Gap im Unternehmen begegnen kann. Besonders im Bereich der Digital Skills Gap gibt es noch einen hohen Forschungsbedarf, den weitere Arbeiten adressieren sollten.:Motivation Schlüsselkonzepte Digitale Transformation im Unternehmen Die Digital Skills Gap und der Leader 4.0 Zusammenfassung

Introduction: The co-construction of leadership is a relatively new theoretical concept thatis growing in demand in the field of science. Since our global workforce becomes moreheterogenous and attitudes towards leader-follower relationships evolve, a successfulinteraction between leaders and followers becomes more central to the overall functioningof an organisation. With a global business climate that gradually shifts its focus onemploying more horizontal modes of organising, more emphasis is put on improving thequality of dyadic work relationships. Purpose: The purpose of this study is to explore the esteemed role of follower behaviourin the co-construction of leadership in an intercultural context. Since most literatureemphasis on leader-follower relationships we are interested in exploring a follower-centricperspective on the co-construction of leadership. By adding the aspect of interculturalcontexts, a broader understanding of the impact of culture and communication can beapplied to this study. Research methodology: This study is a case study based on a qualitative research methodwith an inductive research approach. We have held nine recorded semi-structuredinterviews nearly equally spread between leaders and followers with different culturalbackgrounds working for a MNC in the finance industry. We have created a conceptualtheoretical model which was constructed based on findings of empirical data, which isbased on the following five themes - follower behaviour, leader behaviour, working in anintercultural context, leader-follower relationship, and co-construction of leadership. Results and analysis: The result of this study reveals that follower behaviour, leaderbehaviour, dyadic leader-follower relationships, and constructive communication areimportant aspects to have knowledge of to comprehend what actions can be undertaken tofacilitate the co-construction of leadership in an intercultural context. Conclusion: The role of follower behaviour in the co-construction of leadership in anintercultural context plays an active role in the co-constructing of leadership. Bydisplaying certain desirable behaviour and traits, as well as communicating constructively,followers can positively influence leadership. This can be facilitated by leaders that enablefollowers with trust, partnership and growth. In addition, interculturality adds anadditional layer that encompasses diverse perspectives and approaches and encouragespersonal growth.

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Bakgrund: Marknadsföring på sociala medier är ett modernt fenomen inom markandsföringsvärlden och ett koncept som företag kan skapa ökad brand awareness genom (Adebanjo & Michaelides, 2010; O’Reilly, 2005). Influencer marketing kommer från celebrity brand endorsing, användning av kända personer i reklam för företag. Jaakonmäki, Müller & Brocke (2017) menar på att sociala medier blivit ett betydelsefullt redskap för att etablera relationerna mellan företaget och dess konsumenter. Användare av sociala medier har däremot blivit mer selektiva och medvetna av uppenbar reklam när den inte uppfattas som genuin eller autentisk vilket i sin tur påverkar tillförlitligheten (Campbell & Farrell, 2020). Ämnet Influencer marketing på sociala medier är därför ett aktuellt ämne att undersöka. Syfte: Studien har undersökt influencer marketing utifrån företagsperspektiv med frågeställningen: Hur arbetar kända företag för att skapa brand awareness genom sociala medier och influencer marketing samt vad anser de om influencer marketing? Teoretisk referensram: Den teori som grundar hela studien behandlar Brand equity, Opinion leader, Influencer marketing och The match-up effect. Metod: För att samla in data har en kvalitativ metod använts i form av semistrukturerade intervjuer där fem respondenter från olika företag aktiva inom influencer markting deltog. Slutsatser: Resultatet i denna studie visade att influencer marketing hjälper företag att skapa brand awareness med hjälp av konsekvent närvaro på sociala medier, större räckvidd, fler omtalningar, högre engagemang och mer genuinitet i samarbetet. Men att kända företag på sociala medier som lyckats med influencer marketing inte följer en strategi. / Background: Marketing on social media is a modern phenomenon in the marketing world and a concept through which companies can create increased brand awareness (Adebanjo & Michaelides, 2010; O’Reilly, 2005). Influencer marketing comes from celebrity brand endorsing, the use of celebrities in corporate advertising. Jaakonmäki, Müller & Brocke (2017) believe that social media has become an important tool for establishing relationships between the company and its consumers. On the other hand, users of social media have become more selective and aware of obvious advertising when it is not perceived as genuine or authentic, which in turn affects reliability (Campbell & Farrell, 2020). The topic Influencer marketing on social media is therefore a current topic to investigate. Purpose: The study has examined influencer marketing from a company perspective with the question: How do well-known companies work to create brand awareness through social media and influencer marketing and what do they think about influencer marketing? Theory: The theory that underlies the entire study deals with Brand equity, Opinion leader, Influencer marketing and The match-up effect. Method: To collect data, a qualitative method has been used in the form of semi-structured interviews in which five respondents from different companies active in influencer marketing participated. Conclusions: The results of this study showed that influencer marketing helps companies create brand awareness with the help of consistent presence on social media, greater reach, more publicity, higher engagement and more genuineness in collaboration. But that well-known companies on social media that have succeeded with influencer marketing do not follow a strategy.

The principal is the person who is responsible for the education provided in Swedish preschools (SOU 2015: 22). She or he is responsible but doesn’t necessarily have to pursue all the work herself/himself. The principal can delegate, share, or distribute parts of the leadership to teachers working at the preschool (Skolverket, 2012b). Research shows that distributed leadership and various forms of teacher’s leaders are becoming more common in schools (Forssten Seiser, 2017; Liljenberg, 2015). What seems to vary is how the principal chooses to structure the teacher’s leader (Wenner & Campbell, 2017). The key issue of this study is to contribute with knowledge about the middle teachers, from the principal perspectives, in preschool. The focus lays on clarifying the teacher’s leader complex role. Based on a semi-structured interview guide, nine principals working in different preschools was able to share how they organize the work of a teacher’s leaders at their preschool. Collected data has been transcribed and by using a content analysis the result has been brought forward. From a social constructivist point of view and with theorizing of the distributive leadership and collaboration the result presents the principals views. The result of the study shows the principals different perceptions on the teacher’s leaders, its role and how it can be organized. Such as what possibilities there are to be able to take on a teacher’s leader. Similarities appear mainly focusing on how helpful this profession is, that work in favor both for the principals and for the preschool in general. / I förskolan är rektor ytterst ansvarig för verksamheten (SOU 2015:22). Rektor ses som ansvarig men behöver nödvändigtvis inte leda arbetet själv, utan kan distribuera delar av sitt ledarskaptill andra (Skolverket, 2012b). Det distribuerade ledarskapets framväxt i skolväsendet uppmärksammas i forskning och det framkommer att olika former av mellanledare blir allt vanligare(Forssten Seiser, 2017; Liljenberg, 2015). Det som tycks variera är hur rektorerna väljer att strukturera mellanledarskapet (Wenner & Campbell, 2017).Syftet med denna studie är att bidra med kunskap om mellanledaren i förskolan, utifrån rektors perspektiv. Fokus ligger på att klargöra mellanledarens komplexa roll. Med hjälp av en halvstrukturerad intervjuguide har nio verksamma rektorer i förskolan delat med sig av hur de organiserar för ett mellanledarskap på sin enhet. Intervjusamtalen har transkriberats och med hjälp av innehållsanalys redogörs det kvalitativa resultatet.Utifrån en socialkonstruktivistisk syn och med hjälp av det distribuerade ledarskapet och samverkansteorin analyseras rektorernas uppfattningar. Det framkommer både skillnader och likheter i rektorernas uppfattningar om organiserandet och strukturer av ett mellanledarskap. Studien synliggör bland annat variationer i hur och varför rektorer väljer att strukturera upp mellanledarskapet så som de gör. Det framkommer också likheter i bland annat hur rektorerna uttrycker att mellanledarfunktionen är gynnsam för både rektor och för den pedagogiska verksamheten.