”Jag tror ju att det mesta är vilja, vill du tillräckligt mycket då kan du alltid lära dig” - En kvalitativ studie om kunskapsdelningens förutsättningar i svensk tillverkningsindustri. Vår kandidatuppsats syftar till att bidra med ökad kunskap och förståelse om vilka förutsättningar och hinder som påverkar kunskapsdelningsprocessen.    Studiens teoretiska referensram baseras på teorier och tidigare forskning gällande kunskap som begrepp, förutsättningar och faktorer som påverkar kunskapsdelning samt Knowledge Management. Den teoretiska referensramen har utvecklats och omarbetats under studiens gång baserat på det empiriska materialet likt det abduktiva förhållningssättet. Metoden för studien var av kvalitativ karaktär med semi-strukturerande intervjuer som insamlingsmetod, där sex (6) av elva (11) anställda från en avdelning i den undersökta verksamheten deltog.   Studiens resultat visar att organisatoriska förutsättningar,  relationer samt organisationskulturen har påtaglig inverkan på möjligheterna att dela kunskap och i de fall förutsättningarna inte är gynnsamma hindras processen avsevärt. Studien visar på att kunskapsdelning tydligt påverkas av sociala faktorer kopplade till medarbetarnas relationer och att den interpersonella kontexten är av central betydelse. Vidare framkommer att avsaknad av Knowledge Management är ett tydligt hinder för kunskapsdelning vilket synliggör behovet av att kunskapsdelning leds genom ett aktivt Knowledge Management. / "I think most of it are will, if you want enough then you can always learn" - A qualitative study on the conditions of knowledge sharing in the Swedish manufacturing industry. Our bachelor's thesis aims to contribute with increased knowledge and understanding about the conditions and obstacles that affect the knowledge sharing process.  The theoretical frame of reference of the study is based on theories and previous research regarding knowledge as a concepts, conditions and factors that influence knowledge sharing and Knowledge Management. The theoretical frame of reference has been developed and revised during the study based on the empirical material similar to the abductive approach. The method of the study was of a qualitative nature with semi-structured interviews as a method of data-collection in which six (6) out of eleven (11) respondents from a department in the studied organization participated.  The results of the study show that organizational conditions, relationships, and organizational culture have a strong impact on the ability to share knowledge and in cases where the conditions are not favorable, the process is significantly hindered. The study shows that knowledge sharing is strongly influenced by social factors linked to employees' relationships and that the interpersonal context is of central importance. Furthermore, it emerges that the absence of Knowledge Management is a clear barrier to knowledge sharing, which highlights the need for knowledge sharing to be led through active Knowledge Management.

The phenomenon of strategy implementation is crucial to the improvement of learner performance, and to the effectiveness of schools. Literature reveals that research on strategy implementation has received much attention in business studies. However, little attention has been given to it in schools. It is this gap which this study endeavours to fill. The key research questions for this study aimed at garnering evidence on factors that influence strategic plan implementation. In the empirical study, two secondary schools and three education offices were purposively selected. A mixed methods research design was adopted, and in this regard, data was collected using interviews, focus group discussions, document analysis, participant observation and questionnaires. Data was analysed by means of organising, coding and categorising. The main findings of the study are that the factors that affect School Strategic Plans (SSPs) implementation are largely related to education management at all levels. There is also anecdotal evidence that teacher, learner and external stakeholder factors affect the implementation of SSPs. In all these factors, monitoring was the major factor. One recommendation proposes that the education managers at provincial and district levels and implementers at school levels should all be empowered with skills and knowledge on effective strategy implementation. / Educational Management and Leadership / M. Ed (Education Management)

The phenomenon of strategy implementation is crucial to the improvement of learner performance, and to the effectiveness of schools. Literature reveals that research on strategy implementation has received much attention in business studies. However, little attention has been given to it in schools. It is this gap which this study endeavours to fill. The key research questions for this study aimed at garnering evidence on factors that influence strategic plan implementation. In the empirical study, two secondary schools and three education offices were purposively selected. A mixed methods research design was adopted, and in this regard, data was collected using interviews, focus group discussions, document analysis, participant observation and questionnaires. Data was analysed by means of organising, coding and categorising. The main findings of the study are that the factors that affect School Strategic Plans (SSPs) implementation are largely related to education management at all levels. There is also anecdotal evidence that teacher, learner and external stakeholder factors affect the implementation of SSPs. In all these factors, monitoring was the major factor. One recommendation proposes that the education managers at provincial and district levels and implementers at school levels should all be empowered with skills and knowledge on effective strategy implementation. / Educational Leadership and Management / M. Ed. (Education Management)

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