Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value. The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation. The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants. The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

從時代趨勢中洞悉到女性創業議題的重要 ，爰發現青輔會「飛雁專案」下之非預期性政策產出(「中華飛雁創業互助協會」)的關鍵地位與價值，於檢視該組織背後的脈絡因素中覺察到「新制度主義之鑲嵌性概念」與「動態社會資本理論建構」間不謀而合，除確立女性創業環境下公部門（青輔會）、非營利組織（中華飛雁創業互助協會）及個人(微型女性創業者)間之互為鑲嵌關係，更因該組織成立而點明女性創業之動態社會資本建構過程，調和過去二元價值對立的窘境，透過實務與理論間交互檢證，開創女性創業、非營利組織及社會資本理論間之新紀元。 / Owing to the key status and value of the Women Entrepreneurs Association of Taiwan (WEAT) and unpredictable policy output of the“Free & Yong Program ”of National Youth Commission of Executive Yuan (NYC), this paper seeks to identify the importance of current trend issue about women entrepreneurship. In viewing the inner factors of the organizational context, I find there’s a coincidence between the“ embedding concept of new institutionalism” and “dynamic construction of social capital theory”. It not only sets up the correlation among Gov (NYC), NPO（WEAT）and individual (women mircrobusinesses entrepreneurs), but also makes the process of dynamic construction of social capitals in women business clear, harmonizing the paradox of structural/rational dualism in the past. The Interviewing and case study design are mainly employed methods in this research to cross-check practice and theory and thus depicts a better interaction among women entrepreneurship, NPO and social capital theory.

Made available in DSpace on 2016-04-25T16:44:18Z (GMT). No. of bitstreams: 1 Dissertacao Juliana Taioli.pdf: 1106820 bytes, checksum: f2e21408b97f498272f3f4c5ce921f62 (MD5) Previous issue date: 2005-09-14 / The duration of employer / employee relationships in an economy is an important factor in measuring the quality of employment and the efficiency of the country s productive system. The duration of employer/employee relationships in Brazil are considerably shorter in general than such relationships in Europe and the United States. Some sectors of the economy, particularly those centered around the services industry, are more sensitive to employment turnover. The tourism and hotel sector is an area where the rate of turnover is recognizably higher than average. As this is an area where a well-trained and qualified workforce is crucial for the well being of clients, it is important to study the causes of this high rate of turnover and evaluate the impacts it might be having on the quality of services rendered. This research examines the problem of turnover from the point of view of the human capital theory and evaluates its impact inside organizations. A case study on personnel turnover was done in a five-star hotel in the city of São Paulo, evaluating its impact on the quality of services. In the case studied, It was found that high turnover occurs mainly amongst individuals with higher education, probably overqualified for the positions they held. The research done shows no direct relationship between turnover and the quality of services rendered. However, as no evaluation was done on the individual performance of personnel, it is impossible to conclude whether the quality of services was directly influenced by this turnover or not. The theories of individual and organizational learning indicate that a high rate of turnover impairs the learning environment, which can jeopardize the strategic position of the company, as this affects the creation and transmission of tacit knowledge. / O tempo de duração da relação entre empregador e empregado em uma economia é uma informação importante para se medir a qualidade dos postos de trabalho e a eficiência do sistema produtivo do país. As relações de emprego no Brasil são reconhecidas pela sua curta duração quando comparado com países europeus e com os Estados Unidos. Alguns setores da economia, principalmente aqueles com as atividades centradas em prestação de serviços, são mais sensíveis à rotatividade de mão de obra (turnover). O setor de turismo e hotelaria é reconhecidamente uma área em que a rotatividade de pessoal encontra-se acima da média quando comparado a outros setores da economia. Ao mesmo tempo, por se tratar de uma área onde a mão de obra qualificada e treinada é crítica para o bom atendimento aos clientes, torna-se importante avaliar as causas e impactos que tais índices possam estar afetando a qualidade dos serviços prestados. Esta pesquisa buscou contextualizar a problemática da rotatividade de mão-de-obra sob a ótica da teoria do capital humano e avaliar seu impacto dentro das organizações. Efetuou-se um estudo de caso da rotatividade de pessoal em um hotel de luxo (cinco estrelas) localizado na cidade de São Paulo e seu impacto na qualidade dos serviços. Verificou-se que, no caso estudado, o turnover ocorre principalmente com indivíduos de nível superior, provavelmente superqualificados para as funções que ocupavam. Ao mesmo tempo, as auditorias realizadas não mostram uma relação direta entre o turnover e a qualidade dos serviços prestados. No entanto, o fato de não ter sido efetuada nenhuma avaliação da performance dos diversos funcionários torna impossível concluir se a qualidade dos serviços foi diretamente influenciada por tais desligamentos. As teorias de aprendizagem individual e organizacional dão indícios que a rotatividade de pessoal acentuada prejudica o ambiente propício para a difusão do conhecimento o que pode comprometer o posicionamento estratégico da companhia uma vez que afeta a criação e transmissão do conhecimento tácito.

Social Capital and Open Innovation are important for organisational growth, as both of them influence Innovation, Learning and Job Satisfaction. The literature indicates that informal network measured as social capital and formal network measured as open innovation influences positively to organizational innovation performance, learning and job satisfaction. Most of the studies in this area have been carried out using univariate approaches, and only few dimensions of both Social Capital and Open Innovation have been considered. Current literature outlines the positive influence of Social Capital and Open Innovation on Learning, Innovation and Job Satisfaction. In this study, an attempt has been made to develop a multi-dimensional framework for Social Capital and Open Innovation, in order to better understand the nuances of Learning, Innovation and Job Satisfaction in an R&D setting. Another important factor influencing the R&D outcomes is Absorptive Capacity; it is the capacity of the organisation to identify and use external knowledge. The direct and moderating role of Absorptive Capacity has been examined. Both theoretical and conceptual models have been proposed, and a measurement scale in form of a questionnaire has been developed. Data was collected from 35 organisations across India operating in the field of defence R&D. The sample included Government-run R&D organisations, Public Sector Units (PSUs) and private firms, and total of 331 engineers/scientists responded to the survey. Data was analysed using statistical methods such as Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Common Method Variance (CMV), and Analysis of Variance (ANOVA). Reliability and validity of the proposed scales for the constructs have been verified using appropriate techniques, and further inferences have been drawn by using regression techniques and Structural Equation Modeling (SEM) to assess the proposed relationships. It has been found that both Social Capital and Open Innovation have positive influence on Learning, Innovation and Job Satisfaction. Further, it was found that Absorptive Capacity had a positive association with both Innovation and Learning. However, Absorptive Capacity did not moderate the relationship of Social Capital with both Innovation and Learning, but was found to moderate the relationship between Open Innovation and Innovation, for both outbound and inbound approaches of Open Innovation. Bonding Social Capital had a relatively stronger positive association with Learning, while Bridging Social Capital was found to have a stronger relationship with Innovation. In summary, networking factors Social Capital and Open Innovation have strong positive association with R&D outcomes measured as innovation performance, learning and job satisfaction.

Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value. The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation. The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants. The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

ALMEIDA, José Wagner de. Governamentalidade neoliberal, empreendedorismo e suas repercussões nos processos educacionais da Cidade de Horizonte/Ceará. 2010. 122f. Dissertação (Mestrado em Educação) - Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T13:10:29Z No. of bitstreams: 1 2010_Dis_JWAlmeida.pdf: 1563979 bytes, checksum: 496e1f0334c914fc53231bdb3ad06332 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-12T13:17:03Z (GMT) No. of bitstreams: 1 2010_Dis_JWAlmeida.pdf: 1563979 bytes, checksum: 496e1f0334c914fc53231bdb3ad06332 (MD5) / Made available in DSpace on 2012-07-12T13:17:03Z (GMT). No. of bitstreams: 1 2010_Dis_JWAlmeida.pdf: 1563979 bytes, checksum: 496e1f0334c914fc53231bdb3ad06332 (MD5) Previous issue date: 2010 / This research aimed to study the relations which are taking in education in the city of Horizonte, from a neoliberal governmentality supported by the Human Capital Theory, which has allowed the construction of an entrepreneurial culture, which has been one of the devices used for the realization of an entrepreneurship education in the educational environments of the city. In chapter one of this work is the research problem, with emphasis on the question of how education is coming to this discourse of entrepreneurship, employability, human capital investment, through public policies of education, through bodies such as City Hall Secretary Education and Economic Development in the city. In Chapter Two is a discussion of the liberal governmentality perspective in its German (ordoliberalismo) and American (neoliberalism), emphasizing its discontinuities / continuities. For this discussion, is done in dialogue with Michel Foucault, from the book Birth of Biopolitics, taking it as the main theoretical framework. In chapter three, the discussions revolve around the challenges facing crises in their capital maintenance and what that meant in companies located in the periphery of world capitalism. In the sections of this chapter is a discussion on redefining the role of the Brazilian state and how the capital is articulated to install a new governmentality that gave rise to a normative, creating the conditions for the installation of a governmentality neoliberal. In chapter four is focused on the particulars submitted by the State of Ceara in relation to the implementation of structural policies, among them the internalization of the industry through the Department of Trade and Industry. It shows how this policy came to affect the city, highlighting the complexity of cooperation circles of action systems refunctioning enablers of the city, from the location of industries, revealing the role of the state and its interference in the restructuring of space in the city . In the fifth chapter, from interviews with a former secretary of education, the current education secretary, and Secretary of Economic Development, are established connections between his speeches and documents of the Ministry of Education, such as New Guidelines Law and the Education and National Education Plan. At the municipal level, the Municipal Education Plan and the Pact for Education Horizon show how education policies, influenced by the Human Capital Theory and the culture of entrepreneurship education are coming to the city. In concluding remarks, presents itself as entrepreneurial education proposes an understanding of man as the inclusion of individuals is the responsibility themselves, through investments in education, human capital. / Esta pesquisa teve como objetivo estudar as relações que vêm se dando no campo da educação na cidade de Horizonte, a partir de uma governamentalidade neoliberal apoiada na Teoria do Capital Humano e que tem propiciado a construção de uma cultura empreendedora, a qual tem sido um dos dispositivos utilizados para a efetivação de uma educação empreendedora nos ambientes educativos da cidade. No capítulo um deste trabalho está o problema de pesquisa, com ênfase na questão de como está chegando à educação esse discurso do empreendedorismo, da empregabilidade, do investimento em capital humano, via políticas públicas de educação, através de órgãos da prefeitura como a Secretaria de Educação e a de Desenvolvimento Econômico do município. No capítulo dois encontra-se uma discussão sobre a governamentalidade liberal, em sua vertente alemã (ordoliberalismo) e norte-americana (neoliberalismo), enfatizando-se suas descontinuidades/continuidades. Para esta discussão, é feito um diálogo com Michel Foucault, a partir do livro Nascimento da Biopolítica, tendo-o como o principal referencial teórico. No capítulo três, as discussões giram em torno dos problemas enfrentados pelo capital em suas crises de manutenção e o que isso significou nas sociedades, localizadas na periferia do capitalismo mundial. Nas seções deste capítulo, encontra-se uma discussão sobre a redefinição do papel do Estado brasileiro e sobre como o capital se articulou para instalar uma nova governamentalidade que deu origem a uma normatividade, criando as condições para a instalação de uma governamentalidade neoliberal. No capítulo quatro são focadas as particularidades apresentadas pelo Estado do Ceará no que se refere à implantação de políticas estruturantes, dentre elas a de interiorização da indústria, através da Secretaria da Indústria e Comércio. Mostra-se como essa política veio a afetar a cidade, evidenciando a complexidade dos círculos de cooperação dos sistemas de ação viabilizadores da refuncionalização da cidade, a partir da instalação de indústrias, revelando o papel do Estado e sua ingerência na reestruturação do espaço na cidade. No quinto capítulo, a partir das entrevistas com um ex-secretário de Educação, a atual secretária de Educação, e o secretário de Desenvolvimento Econômico, são estabelecidas conexões entre seus discursos e os dos documentos do Ministério da Educação, tais como a Nova Lei de Diretrizes e Bases da Educação e o Plano Nacional de Educação. Em nível municipal, o Plano Municipal de Educação e o Pacto pela Educação de Horizonte mostram como as políticas de educação, influenciadas pela Teoria do Capital Humano e pela cultura do empreendedorismo, estão chegando à educação do município. Nas notas conclusivas, apresenta-se como a educação empreendedora propõe uma compreensão de homem em que a inclusão dos indivíduos fica sob a responsabilidade deles próprios, através de investimentos em educação, em capital humano.

According to Human Capital Theory, education is an activity predominantly of investment, once people acquire capabilities which offer future benefits, as assures Schultz (1960). These benefits can be economic, or non-economic, social and/or individual (ROBEYNS, 2006). In this sense, Cunha, Cornachione Jr. e Martins (2011) consider that the gain for society, originated from education, is superior to individual return rate, once the individual gain reverts, in a certain way, in some kind of advantage to society. In social scope, education\'s contribution can be analyzed through the preparation and education of future professors that will act in several learning areas. In this context, an observed investment in accounting scenario, refers to the increase in the number of graduation courses in Accounting Sciences and, since 1998, a rise in post-graduation programs in Accounting Sciences all over the country (MIRANDA et al 2013). For this reason, the study of the actuation of researchers and professors that contribute to Accounting Science development become relevant for the current conjuncture of accounting research, especially the doctors linked to post-graduation programs, which contribute directly to the education of new professionals besides the development of new researches. This way, the general objective of this study consisted of analyzing the evolution of post-graduation in accounting area and the actuation of Accounting Sciences doctors linked to these programs in the expansion period, by pillars of teaching, research, extension, technical production and management, in the light of human capital theory. In order to do so, a descriptive, documental and quantitative research was developed. For collected data treatment, descriptive statistics and Kruskal-Wallis non-parametric test were employed. The sample was compounded by 106 Accounting Sciences doctors whose degrees were acquired in Brazil and that act as tenured professors in Accounting Sciences post-graduation programs along the country. Collected data are derived from Lattes Curriculum and Research Directory of Accounting Sciences doctors, available on Lattes Platform. The collected information was separated by categories, according to education pillars, which are: teaching, research, extension, technical production and management. From the five analyzed pillars, there is a higher participation of doctors in the activities classified in the pillars of Teaching and Research, with emphasis to journals and congresses\' proceedings, Participation in events, ongoing Masters\' orientation and concluded monographs\' orientation. Whereas Extension pillar presented lower involvement of doctors of the sample, although it comprehends activities which near academy and society. In relation to the actuation of groups of doctors separated by the academic degrees\' time of acquisition, in the majority of the variables that stressed with higher participations, doctors titles obtained for longer time stood out in relation to the others. Whereas for doctors titles obtained for shorter time, between 2010 and 2014, it was checked production and participation in several activities, yet with lower intensity. This way, based on Human Capital Theory, it was noted that, in a whole, governmental and private investments on accounting education, especially in post-graduation, have been contributing to the development of accounting area teaching. / Segundo pressupostos da Teoria do Capital Humano, a educação é uma atividade, predominantemente, de investimento, pois, com ela, as pessoas adquirem capacitações que oferecem benefícios futuros, como afirma Schultz (1960). Esses benefícios podem ser econômicos, não econômicos, sociais e/ou individuais (ROBEYNS, 2006). Nesse sentido, Cunha, Cornachione Junior e Martins (2011) consideram que o ganho para a sociedade proveniente da educação é superior à taxa de retorno individual, uma vez que o ganho do indivíduo resulta, de certa forma, em algum tipo de vantagem para a sociedade. No âmbito social, a contribuição da educação pode ser analisada por meio da preparação e formação de futuros professores que irão atuar nas diversas áreas do saber. Nesse contexto, um investimento notado no cenário contábil refere-se ao aumento de cursos de graduação em Ciências Contábeis e, a partir de 1998, um aumento de programas de pós-graduação em Ciências Contábeis em todo o país (MIRANDA et al., 2013). Diante disso, o estudo da atuação de pesquisadores e professores que contribuem para o desenvolvimento da Ciência Contábil mostra-se relevante para a atual conjuntura da pesquisa contábil, especialmente, dos doutores vinculados aos programas de pós-graduação, os quais contribuem diretamente para a formação de novos profissionais, além do desenvolvimento de novas pesquisas. Dessa forma, o objetivo geral deste estudo foi analisar a evolução da pós-graduação na área contábil e a atuação dos doutores em Ciências Contábeis vinculados a esses programas, no período de expansão, por eixos de ensino, pesquisa, extensão, produção técnica e gestão, à luz da Teoria do Capital Humano. Para isso, foi desenvolvida uma pesquisa descritiva, documental e quantitativa. Para o tratamento dos dados coletados, recorreu-se à estatística descritiva e ao uso do teste não paramétrico Kruskal-Wallis. Compuseram a amostra 106 doutores em Ciências Contábeis titulados no Brasil e que atuam como professores permanentes em programas de pós-graduação em Ciências Contábeis no país. Os dados coletados são provenientes dos Currículos Lattes e Diretórios de Pesquisa dos doutores em Ciências Contábeis disponíveis na Plataforma Lattes. As informações coletadas foram separadas por categorias, conforme pilares da educação, quais sejam: ensino, pesquisa, extensão, produção técnica e gestão. Dos cinco eixos analisados, há uma maior participação dos doutores nas atividades classificadas nos eixos Ensino e Pesquisa, com destaque para publicações em periódicos e anais de congresso, participação em eventos, orientações de mestrado em andamento e orientações de TCC concluídas. Já o eixo extensão apresentou menor envolvimento dos doutores da amostra, embora contemplem atividades que aproximam academia e sociedade. Em relação à atuação dos grupos de doutores separados por anos de titulação, na maioria das variáveis que se destacaram com maiores participações, os doutores titulados há mais tempo se destacaram em relação aos demais. Já quanto aos doutores titulados há menos tempo, entre 2010 e 2014, verificou-se produção e participação em diversas atividades, ainda que com menor intensidade. Sendo assim, com base na Teoria do Capital Humano, observou-se, como um todo, que o investimento governamental e privado na educação contábil, especialmente, na pós-graduação, tem contribuído para o desenvolvimento do ensino na área contábil. / Mestre em Ciências Contábeis

Cette thèse étudie les principales caractéristiques, le développement, les dimensions sociales, les avantages ainsi que les défis de la franchise dans le secteur de l'éducation au Pakistan. En outre, les résultats de notre étude montrent que la franchise de l'éducation au Pakistan fonctionne essentiellement comme une forme de franchise sociale. L'étude illustre également comment la dimension sociale de la franchise, dans le paysage éducatif pakistanais, est contrebalancée avec le côté commercial de cette pratique. Une approche qualitative multi-perspective a été adoptée. Cela a consisté à mener et à enregistrer 44 entretiens approfondis avec les franchiseurs, les franchisés, les enseignants, les employés du réseau, les parents, les étudiants et les représentants du gouvernement. Les données secondaires ont été collectées sur les sites Web des franchiseurs. Les données ont été transcrites et analysées par NVivo. Nos résultats mettent en évidence un lien entre l'émergence de la franchise sociale et la performance des établissements d'enseignement du secteur public. Nos résultats montrent également que les réseaux de franchises d'éducation au Pakistan ont eu une contribution significative sur le plan social, dans la mesure où, les taux d'alphabétisation ont augmenté et que les inégalités entre les sexes ont été réduites. Cela peut, par conséquent, être considéré comme une forme de franchise sociale. Certaines caractéristiques des réseaux de franchises éducatives au Pakistan sont les mêmes que celles de la franchise dans des secteurs plus traditionnels tels que les hôtels et les restaurants. Il est intéressant de noter que la fourniture de la marque, du transfert de savoir-faire, de l'assistance et de la formation, ainsi que l'uniformité du réseau, ont été aussi importants que dans les secteurs traditionnels de franchise. Les résultats suggèrent par ailleurs que les utilisateurs et le public ont une perception positive de la franchise dans le secteur de l'éducation et cela est considéré comme une meilleure alternative par rapport aux autres options disponibles. / This study investigates the main characteristics, development, social dimensions, benefits and the challenges of franchising in the education sector of Pakistan. Furthermore, it highlights that education franchising in Pakistan is mainly operating as a form of social franchising. The study also discusses how the social dimension of education franchising in Pakistan is counterbalanced with the commercial side of this business. A multi-perspective qualitative approach was adopted. This involved conducting and recording 44 in-depth interviews with franchisors, franchisees, school teachers, network employees, parents, students and government officials. Secondary data was collected from franchisor websites. Data was transcribed and analyzed by NVivo. The findings suggest a link between the emergence of social franchising and the performance of public sector educational institutions. Moreover, findings elaborate that education franchising networks in Pakistan have made a significant social contribution by increasing literacy rates and reducing gender inequalities. Therefore, it can be considered as a form of social franchising. Some characteristics of educational franchise networks in Pakistan are the same as those of franchising in more traditional sectors such as hotels and restaurants. Interestingly, the provision of brand name, transfer of know-how, assistance and training, as well as network uniformity, were found to be just as important as they are in traditional franchising sectors. The findings also suggest that users and public have a positive perception of franchising in the education sector and it is regarded as a better alternative as compared to other available options.

No description available.

Syftet med denna studie var att öka kunskapen om motiv som leder till att medborgare organiserar sig mot vapenvåld och för en tryggare ort, efter att en ung man i området skjutits till döds på öppen gata. Vidare var syftet att få en förståelse för hur de mobiliserande processerna tar sig uttryck i Skarpnäck. Studiens frågeställningar har besvarats genom kvalitativa intervjuer med sju medborgare som deltar i mobiliseringen, samt ostrukturerade observationer av mobiliseringens skeende. Studiens data har analyserats med teorin om sociala rörelser, samt Bourdieus kapitalformer i kombination med begreppen fält och habitus. Resultaten visar på att motiven till deltagandet grundar sig i en kombination av faktorer, som exempelvis sociala relationer, platsidentitet och gemenskap. Vidare framkommer det av resultatet att området präglas av bland annat boendesegregation och resursbrister i den kommunala skolan, som på olika sätt bidrar med en distans mellan medborgarna och aktörer inom den offentliga sektorn. Mobiliseringen i Skarpnäck utgörs av ett kritiskt och kollektivt handlade som fokuserar på att kartlägga behov i området, vilket sedermera framförts till Stadsdelsnämnden i form av ett medborgarförslag. / The aim of this paper is to increase knowledge on the motives that lead to citizens organizing against gun violence and for a safer neighborhood, after a young man in the community was shot to death on an open street. Furthermore, the aim of this paper is to gain an understanding of how the process of mobilisation took place in Skarpnäck. The study’s questions have been answered through two research methods; qualitative interviews with seven citizens who took part in the mobilization, as well as by unstructured observations of mobilising events. Theories applied whilst analysing the collected data were social movement theoryand Bourdieu’s theory of capital as well as the terms field and habitus. Results show that citizen participation is motivated by several factors, such as social ties,  place identity and  community. Results also show that the neighborhood, amongst other things, is affected by segregation and lack of resources in the local public school, which in different ways  contribute to a distance between citizens and civil servants in the public sector. Mobilisation in Skarpnäck takes form through critical and collective action that focuses on mapping needs in the neighborhood, which are then presented to the districts committee as citizen proposals.