This study empirically examines the dynamics and conditions of conflict managing approaches on government and business collaboration. It posits that conflict for mutual benefit critically effects government and business collaboration outcomes. This study adopts Deutsch’s (1973) theory of goal interdependence to understand when and how government officials and business managers adopt the mutually beneficial conflict approach. It proposes that cooperative goals between government officials and business managers promote the mutually beneficial conflict approach and reduce win-lose competitive conflict and avoiding conflict. A total of 101 interviews were conducted in China in 2009. Results of structural equation modeling and other analyses support several of hypotheses as well the proposed theoretical model that goal interdependence affects different conflict approaches (conflict for mutual benefit, win-lose competitive conflict and avoiding conflict) that in turn influence government and business collaboration outcomes, specifically task accomplishment, future collaboration and public interest. It identifies that conflict for mutual benefit approach taken by government officials and business managers can promote task accomplishment, future collaboration and public interest. Path estimates show that avoiding conflict can undermine task accomplishment and public interest. But results indicate that win-lose competitive conflict approach does not necessarily undermine task accomplishment, future collaboration, and the public interest as expected. Findings suggest important practical implications that government officials and business managers can improve their collaboration in China by strengthening their cooperative goals and discussing conflicts for mutual benefit. The study contributes to the conflict management literature as well as the generalization of goal interdependence theory.

The purpose of this study is to portray conflict managing associated with children in a small class and what problems they may face each day at school. What types of conflicts and what consequences do teachers practice? This study is based on these following questions: Is there any difference for solving/measure for students with psychosocial problems or ADHD in a conflict or does teachers still works with the same methods? What types of conflict solving does schools use? What is important to consider with students in a small class who has psychosocial problems and ADHD to prevent conflicts? Summary: To answer my questions in this study, I´ve used qualitative methods, interviews and observations. I have used my cellphone for recording the interviews so that all content from the informers are accurate. My theoretical points concerns on having strict rules both inside and outside the classroom. Teachers in school use first one method in conflict solving, a need based approach, which means that teachers first listens to the involved students and interacts thereafter. Every school in Sweden has a document called Plan for equal treatment, which guides teachers on how to deal with conflicts. They also use other rapports such as arrangement plan and incident rapport. The conclusion of my study is that children with psychosocial problems do feel better harmony with strict rules. They need guidance and goals so they know what to do and what is expected of them. If the rules bend, it is more likely that conflicts and other disorder in the classroom emerges.

Syfte: Som pedagog använder man sig ständigt av olika strategier i sin undervisning för att nå de mål som är uppsatta för verksamheten. Den här uppsatsen syftar till att ta reda på hur pedagoger som använder sig av massage i skolan resonerar kring massage och vilka strategier de tillämpar.     Metod: En kvalitativ metod i form av en intervjustudie användes för att få fram resultatet, en studie i vilken tre yrkesverksamma lärare medverkade. Informationen från intervjuerna lades sedan in i mjukvaran Complador som är uppbyggt enligt Trenätsteorin, och ett strateginät skapades. En observation genomfördes även för att ge en inblick i hur ett massagetillfälle i skolan kan se ut.   Resultat: Resultatet av undersökningen visar att de intervjuade pedagogerna har liknande strategier för sitt användande av massage som en del av undervisningen. De menar att massagen skapar lugn och arbetsro i klassrummet, förebygger utanförskap och hämningar mellan eleverna, samt att det ökar känslan av gemenskap.