Contemporary South African planning practice is rich in detail, complexity and innovation born out of a need to fulfil a post-apartheid development agenda. This practice warrants theorising. This dissertation aims to advance the concept of critical pragmatism into an analytical framework that will facilitate the analysis and theorising of one such complex planning case, and its delivery. The case study examines the Kathorus Special Integrated Presidential Project (KSiPP) – an ambitious, large-scale strategic planning programme that was by many accounts successful in achieving a substantial range and scale of outcomes in an exceedingly complex underdeveloped and violence-ridden context. This case provides the material for a deeper analysis of what actually happened in the project, through the application of my framework. Within the dissertation I define critical pragmatism as a concept for exploring planning practice as: An analytical framework for examining the actual processes and outcomes of planning practice that is contextually situated; that operates within and through pervasive power relations, which are exercised through and influenced by multiple rationalities, and practice in which the planning choices that are made are valueladen and mutable. This framework is comprised of five interrelated elements. These are: context, outcomes, power, rationality and ethics. These are derived through a study of the philosophical roots of critical and pragmatic schools of planning. My interrogation of these roots and planning traditions, especially with reference to thinkers such as Dewey, Habermas, Foucault, Harrison, among others, finds that while the critical traditions predominantly foreground power, the pragmatic traditions predominantly focus on action and outcome. Each tradition is limited and a conversation between them, in an integrated critical pragmatism produces a framework that can address the sort of complexities manifest in the KSiPP. Out of this conversation and the identification of ethics as an element somewhat lacking in both traditions, a contemporary critical pragmatic analytical framework is derived and substantiated, with significant implications for the discipline of planning. My own involvement as a practitioner in the project provides close methodological benefits and insights for the thesis. The research methodology employed in this thesis focuses on case study techniques, with a strong leaning on practice writing. An in-depth literature review research into theoretical concepts in planning and philosophy has enabled the development of an appropriate framework for analysis. The application of my framework yields deep and nuanced findings of the KSiPP. These include the extent to which context and circumstances contributed to the project, whose means and ends were multifaceted. The explicit assessment of power in the project illuminates its many faces in its institutional, collaborative and personal forms. A precise examination of the rationalities that were at play finds competing political and technical rationalities, and their relationships with power and action. Finally, an assessment of the project against the ethical question of justice, found it lacking and modified the sense of the KSiPP as an entirely successful endeavour. The value of critical pragmatism is that it enables a conversation between the analytical efforts to understand planning practice and outcome, and the efforts to analyse the power, rationality and ethical choices inherent in planning processes. It also takes what is implicit within such frameworks and particularly in the work of Forester, who has written of a critical pragmatic approach to planning, and makes this explicit and thus available for use in further evaluation.

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Title from second page of PDF document. Includes bibliographical references (p. 118-123).

The literature review on emerging concepts of 'Business model' and 'Business model innovation' finds significant theoretical and practical potential to facilitate the strategising and innovating activities of modern organisations operating in complex and dynamic business environments. However, a further review of extant literature reveals that although a significant knowledge-base has been accumulated focusing on the content and process aspects of the phenomenon, very few of the conducted studies take a practice-based perspective. Therefore, in keeping with the broader research question of current strategising practices, this research investigates the issue from many possible philosophical, theoretical and methodological angles, in turn making several contributions to the theory and practice of business models while also opening up several potential future research avenues. This research consists of four main research stages sequentially covering problem formulation, two theory creation phases and problem solving, thereby meeting the requirements of a practice-based management research through relevance rather than merely rigour, as in conventional scientific research. As a result, it offers several research contributions to both the theory and practice of business models, which can be immediately put into practice by theorists, practitioners and entrepreneurs: a pluralistic business model research classification framework; a dynamic practice-based approach to the construction of business models; a knowledge-based conceptualisation of business models and a dynamic capability matrix for business model practices. Additionally, this research also offers potential future contributions to adjacent research streams such as dynamic capabilities, strategy as practice and research methodology. Overall, by utilising the philosophy of pragmatism, this thesis advances the contemporary discipline of business models towards a practice-based science, crucially and timely bridging the knowledge gap in existing practice-based theories and frameworks business models. It is hopes that this work will gave rise to a new movement of research on business models, positioning itself as a well established applied-oriented management science among the broader disciplines of strategy, innovation and entrepreneurship.

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This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic / Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic / Fristående skolors arbete med elever i behov av särskilt stöd / Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning