<p dir="ltr">This thesis explores various dimensions of strategic communication, cooperation, and information design within economic and organizational contexts. </p><p><br></p><p dir="ltr">Chapter 2 investigates whether the Law Merchant system can enhance cooperation among agents in a repeated interaction setting and how the presence of bribery affects this dynamic. The study finds that the Honest Law Merchant system does not significantly improve cooperation compared to a baseline scenario without such an institution, while the introduction of bribery further diminishes cooperative behavior. These findings suggest that while judicial enforcement mechanisms hold promise for promoting cooperation, their effectiveness can be undermined by corrupt practices. </p><p><br></p><p dir="ltr">Chapter 3 experimentally investigates behavioral spillovers between two social dilemma type games. In our experiments, subjects play Prisoner’s Dilemma game (PD) and Public Goods game (PGG) simultaneously, where the opponents of the two games do not overlap. I vary the level of strategic uncertainty in PD game and test how this affects subject's contributing behavior in PGG, which is held constant across treatments. I find that behavioral spillover exists in our setting and comes in an asymmetric form. When people are in an environment where cooperation is easy to sustain in the PD game, the PGG contributions do not increase much, compared to the baseline treatment when the PGG is played alone. However, when in the setting where cooperation is difficult to sustain in the PD game, PGG contributions decrease significantly.</p><p><br></p><p dir="ltr">Chapter 4, a joint work with Xinxin Lyu, chapter extends the work from Chapter 3 by exploring the differences in between individuals and teams. The study employs the Individual Evolutionary Learning (IEL) model and additional team experimental treatments. Initial results show that teams exhibit higher cooperation and contribution levels compared to individuals, but these advantages diminish over time, particularly in environments with lower strategic uncertainty. The findings provide insights into group dynamics and the challenges teams face in sustaining cooperation, with significant implications for economic and organizational contexts.</p>

The global demand for metals is dramatically surging as global efforts increase to transition to renewable energy and with the electrification of society. The mining industry is heavily criticized for its harmful consequences for the environment, local populations and indigenous communities. The rising demand for renewable energy metals to reduce emissions while also safeguarding the environment and human societies from harm caused by mining pose an environmental dilemma. The Swedish mining industry, with significant metal resources in the bedrock, is aiming to be at the forefront of ‘sustainable’ mining, while environmental organizations, local populations and activists oppose major mining project in Sweden. Understanding the various perceptions from key interest groups is important to understand the foundation of this dilemma. These perceptions may be influential to decision making and responses to the dilemma, affecting both the trajectory of Swedish mining, national metals supply, and future protection of environment and human societies. This thesis uses the methods of semi-structured interviews and frame analysis to examine how interest groups perceive the environmental mining dilemma in the context of Sweden. Identifying two contradicting frames based on fundamentally different environmental values – the dominant societal and the deep ecological – illuminates the foundation based on which interest groups define the problem, argue for which actions should be taken, resonate on self-protection, justification of positions and how to influence others. Beyond the empirical case, the results of this thesis contribute to theoretical knowledge on how perceptions and framing influence the formation of environmental disputes.

Intergovernmental cooperation on collective action problems and social dilemmas faces significant challenges, as difficulties often stem from conflicts between national self-interests and collective long-term goals, lack of trust, and uncertainty about other states' commitments. Transboundary environmental issues demonstrate a clear example of collective action problems and social dilemmas, in which the Baltic Sea and HELCOM constitute such a case.  The Baltic Sea is one of the most polluted seas in the world, which in turn has placed demands on the surrounding countries to address and rectify these issues through the establishment of an intergovernmental organization, in the shape of HELCOM. HELCOM is therefore the responsible body tasked with tackling this, through policymaking and cooperation within the Baltic Sea region. Despite efforts made in the area, HELCOM has not succeeded in achieving its many goals, making HELCOM an interesting case to study. This thesis aims to research how the key institutions of HELCOM are designed, and how they influence its governance and decision-making processes using the IAD framework, and to investigate how institutional design shapes collective action outcomes. These questions aim to contribute to the study's purpose, which is to analyze institutional choices within intergovernmental collaborations and to examine the relationship between institutional design and collective action. The thesis is conducted using qualitative text analysis, specifically applying qualitative content analysis to answer the study's research questions. The empirical data consists of official HELCOM documents, which form the basis for the results presented in this study.  The study's results show that HELCOM, like other intergovernmental organizations, can be explained and understood through the IAD framework. Based on this investigation, the IAD framework could highlight that HELCOM's key institutions are designed similar, even though their area of competence differentiates. Furthermore, the study's results indicate that the design of different rules within an organization has a significant impact on the outputs of actions characterized by collective action, as it turned out that the results of various measures within HELCOM's institutional arrangements varied between different working groups. Thus, there may be incentives and benefits in designing the institutional arrangements of intergovernmental organizations in different ways, to achieve a more effective approach to combating collective action problems.

In an era when sustainability is of great importance it is necessary to seek ways to make peopleact more sustainably when it comes to consumption. From this the concept of proenvironmental behavior has arisen as movements that benefit the planet but also refraining frombehavior that cause harm to it. To be able to change consumption behavior and adopt proenvironmental behavior, one possible solution is to influence consumers to act more sustainablyduring the decision-making process through nudging techniques. We focus on the personal careindustry that has not gotten the same attention as the fashion industry when it comes tosustainability despite being large and influential in Sweden. For that reason, this study aims to investigate how different personality traits affect thereceptiveness of Swedish consumers to green digital nudges when making an online purchase,more particular when purchasing a facial cream and lip balm. To bridge the identified researchgaps, the following research question has been formulated: What are the effects of personality traits on the receptiveness to sustainability–focused nudgingtechniques within the personal care sector in Sweden? Following a literature review, we applied quantitative quasi-experimental research design andcollected data through an online survey that specifically focused on the relationship betweenpersonality traits, nudging and the feelings towards nudging. The survey was distributedthrough a non-probability sampling method, namely, a convenience sample via social media. It resulted in 160 answers which also represents the study´s sample size. The main findings of the study revealed that people who possess higher level of GreenValuesare significantly more receptive to digital sustainability-focused nudging techniques, whereasthose who are Skeptical are less receptive to nudges. Respondents who possess an openpersonality trait were receptive to the nudged lip balm but not the facial cream. The feelingstowards nudging showed that, in general, the respondents felt contemplative, attentive, andskeptical, which can be said that people do not know that nudging exists and by participatingin this study we opened up more knowledge about that. When it comes to the specific traits,GreenValues are associated with being attentive, excited, and annoyed. Skeptical withhappiness and Openness with being skeptical, attentive, happy, critical, and offended. Additionally, the personality traits GreenValues and Openness, but not Skepticism, have astatistically significant effect on finding the eco-labels and nudged product description helpfulin making the product choice.

Dyscalculia means that one has specific mathematical difficulties. Teachers meet students with difficulties in mathematics daily, which made it interesting to examine teachers' experiences with dyscalculia. The purpose of the study is to investigate how teachers describe their knowledge of dyscalculia and how they work with students in need of support to develop their mathematical skills. To investigate this, we have conducted a qualitative study where eight teachers were interviewed at different schools in different municipalities. The study rests on the compensatory perspective and the dilemma perspective in that the theories aim to understand the teachers' experiences around the concept of dyscalculia and how the teachers meet students with mathematical difficulties. The teachers describe that they have insufficient experience in dyscalculia but that they work a lot with concrete material. The national assessment support is used with students who are in or suspected to be in difficulties. The results show, among other things, that the teachers' experiences with dyscalculia may be because they have not been offered education or further training in dyscalculia. The teachers' perceptions are that there is more focus on reading and writing difficulties and therefore they have been offered more continuing education in that area than they received in dyscalculia.

Through the application of a phenomenological hermeneutic approach, this study seeks toexamine how seven moral dilemmas can be understood through the lenses of utilitarian ethicsand virtue ethics. These dilemmas are derived from Pablo Vierci’s depiction of a real-life1972 plane crash tragedy in the non-fictional book Society of the Snow. By incorporatingprevious research on similar topics, this study situates itself within the broader academicdiscourse on moral ethics, while providing a contemporary interpretation of a significanthistorical event depicted in literature. The goal of this research is to explore the practicalapplications of utilitarianism and virtue ethics in real-life scenarios. The findings indicate thatanalyzing moral dilemmas through these ethical frameworks deepens our understanding ofmoral philosophy, making complex and distressing moral choices more comprehensible. Byengaging with the intricacies of these theories and their practical implications, individuals canunderstand the complexities of moral decision-making with greater insight and sensitivity.

The current study assessed abnormal attention in 71 undergraduate men, approximately half of which displayed elevated psychopathic traits, as they attended to cues on the Police Officer's Dilemma. In the computerized task, participants are instructed to shoot men holding guns and not shoot men holding neutral objects. However, research has shown that irrelevant racial cues in the task can influence participants to shoot unarmed Black men more frequently than unarmed White men; a phenomenon termed shooter bias. Contrary to expectations, individuals with elevated psychopathic traits tended to erroneously shoot unarmed Black men more frequently compared to those with low psychopathy scores. Additional analyses indicated that the interpersonal and lifestyle facets were associated with more interference in determining unarmed Black men as not threatening relative to unarmed White men and the affective domain was associated with faster responses to shooting armed Black men relative to armed White men. Additionally, prejudicial attitudes (i.e., social dominance orientation) moderated the relationship between the affective psychopathic traits and shooting armed Black men by increasing the number of armed Black men identified as threatening relative to armed White targets. These findings are discussed in the context of the relationship between psychopathic traits and prejudicial attitudes and recent refinements to etiological theories of psychopathy.

This thesis identifies and describes the diversity aspects of police discourse based on the accounts of police trainees in their final year. Specifically, the focus is on culture, religion and ethnicity, and four main questions are addressed: What is said about diversity? How is it articulated? What subject positions are offered and assumed? In what ways are discourses of diversity sustained and challenged? The analysis of discourse in use is based on field studies conducted at the Swedish National Police Academy and focus group interviews with police trainees in the educational setting and during their trainee placement period. The analytical concepts of interpretative repertoire, ideological dilemmas, subject positions and discursive devices are employed to identify how different meanings are ascribed to diversity. Three central discourses of diversity are presented: diversity as inescapable difference (a hegemonic practice), diversity as political goal (recognition of diversity) and diversity as potential likeness (regulation of diversity). These are competing discourses on how police officers should be and how their role is understood in relation to a pluralistic society. The study shows that the contradictory diversity discourses reflect a struggle of different ‘us’, which regulates the conception of the ideal police officer, professional conduct and the performance of policing. In addition, five dilemmas originating in the tension between the discourses are outlined. Diversity is found to involve ideological dilemmas regarding how policing should be conducted in relation to profiling and social categories, how humour and jargon are viewed and handled, and how lack of knowledge may mean attributing subject positions to others with discriminatory implications. The thesis contributes to showing how diversity discourses reproduce the social order by affirming the social categories that the representatives of diversity are assumed to embody. It closes with a discussion of some practical and theoretical implications of its findings. / Ordningsmakter inom ordningsmakten visar hur mångfald, med fokus på kultur, religion och etnicitet, ges skilda betydelser i blivande polisers samtal och att det pågår en kamp om hur samhällets mångfald ska förstås i relation till polisens sammansättning och arbete. Kampen mellan diskurser är vare sig en ny kamp eller exklusiv för polisen. Däremot kan striden om hur mångfald ska förstås ses som en modern företeelse, som ställs på sin spets inom polisen vars uppdrag är att skydda demokratiska värden och lagar om människors rättigheter. I denna avhandling beskrivs hur kampen tar sig uttryck inom ordningsmakten. Hur kan vi förstå det paradoxala i att polisen har som uppgift att arbeta mot fördomar, samtidigt som vissa arbetsuppgifter motiveras av fördomar? Vad innebär ett behov av ökad kunskap om olika grupper, som samtidigt sätter dessa grupper i en diskriminerande utgångspunkt? Varför förekommer en diskriminerande humoristisk jargong i ett yrke som har i uppdrag att främja rättvisa och motverka diskriminering? Detta är några av de frågor och dilemman som mångfald aktualiserar i en polisiär kontext. Avhandlingen synliggör hur mångfaldsdiskurser återskapar social över- och underordning och att kampen mellan diskurser är en kamp om olika ’vi’.

This thesis identifies and describes the diversity aspects of police discourse based on the accounts of police trainees in their final year. Specifically, the focus is on culture, religion and ethnicity, and four main questions are addressed: What is said about diversity? How is it articulated? What subject positions are offered and assumed? In what ways are discourses of diversity sustained and challenged? The analysis of discourse in use is based on field studies conducted at the Swedish National Police Academy and focus group interviews with police trainees in the educational setting and during their trainee placement period. The analytical concepts of interpretative repertoire, ideological dilemmas, subject positions and discursive devices are employed to identify how different meanings are ascribed to diversity. Three central discourses of diversity are presented: diversity as inescapable difference (a hegemonic practice), diversity as political goal (recognition of diversity) and diversity as potential likeness (regulation of diversity). These are competing discourses on how police officers should be and how their role is understood in relation to a pluralistic society. The study shows that the contradictory diversity discourses reflect a struggle of different ‘us’, which regulates the conception of the ideal police officer, professional conduct and the performance of policing. In addition, five dilemmas originating in the tension between the discourses are outlined. Diversity is found to involve ideological dilemmas regarding how policing should be conducted in relation to profiling and social categories, how humour and jargon are viewed and handled, and how lack of knowledge may mean attributing subject positions to others with discriminatory implications. The thesis contributes to showing how diversity discourses reproduce the social order by affirming the social categories that the representatives of diversity are assumed to embody. It closes with a discussion of some practical and theoretical implications of its findings. / Baksidestext Ordningsmakter inom ordningsmakten visar hur mångfald, med fokus på kultur, religion och etnicitet, ges skilda betydelser i blivande polisers samtal och att det pågår en kamp om hur samhällets mångfald ska förstås i relation till polisens sammansättning och arbete. Kampen mellan diskurser är vare sig en ny kamp eller exklusiv för polisen. Däremot kan striden om hur mångfald ska förstås ses som en modern företeelse, som ställs på sin spets inom polisen vars uppdrag är att skydda demokratiska värden och lagar om människors rättigheter. I denna avhandling beskrivs hur kampen tar sig uttryck inom ordningsmakten. Hur kan vi förstå det paradoxala i att polisen har som uppgift att arbeta mot fördomar, samtidigt som vissa arbetsuppgifter motiveras av fördomar? Vad innebär ett behov av ökad kunskap om olika grupper, som samtidigt sätter dessa grupper i en diskriminerande utgångspunkt? Varför förekommer en diskriminerande humoristisk jargong i ett yrke som har i uppdrag att främja rättvisa och motverka diskriminering? Detta är några av de frågor och dilemman som mångfald aktualiserar i en polisiär kontext. Avhandlingen synliggör hur mångfaldsdiskurser återskapar social över- och underordning och att kampen mellan diskurser är en kamp om olika ’vi’.

Syftet med denna studie är att undersöka några elevers uppfattningar angående det stöd de fått under sin skoltid med anledning av deras läs- och skrivsvårigheter. De intervjuade eleverna i studien går i årskurs tre och årskurs fyra. Alla de intervjuade eleverna uppvisar läs- och skrivsvårigheter alternativt dyslexi. Data har samlats in genom kvalitativa intervjuer. Studiens teoretiska utgångspunkt är de tre specialpedagogiska perspektiven: det kompensatoriska, det kritiska och dilemmaperspektivet. Resultatet har analyserats utifrån de specialpedagogiska perspektiven genom att försöka hitta ett mönster och tema i de intervjuade elevernas svar. I resultatet framkommer det att stödinsatserna som utformats för eleverna mestadels utgår ifrån det kompensatoriska perspektivet. Det framkommer även att elevernas uppfattningar av stöd i skolan ser olika ut. En gemensam uppfattning som de intervjuade eleverna har är att de får stöd både enskilt och i klass med anledning av deras läs- och skrivsvårigheter. Det visar sig dock i resultatet att det stöd som eleverna får inte alltid är välplanerat mellan specialläraren och läraren. Något som kommer fram i resultatet är att eleverna vill vara delaktiga i hur stödet ska se ut och var de ska få stödet. Det visar sig också i studien att stödet som ges till eleverna måste utgå ifrån varje enskild individ för att stödet ska gynna elevernas kunskapsutveckling. / The aim of this study is to examine how pupils in grades three and four perceive the support they receive with regards to their reading and writing difficulties. The theoretical framework for this study is based on the three perspectives connected to special education, namely the compensatory perspective, the critical perspective and the dilemma perspective. In order to collect data, interviews are used and the results are then categorized and analyzed by using the three perspectives connected to special education, as mentioned above. To begin with, the results indicate that the compensatory perspective was the predominant measure used when supporting pupils but it also becomes clear that pupils perceive the support they get in different ways. Moreover, all of the pupils state that they receive help connected to their reading and writing difficulties, both individually and in class. At the same time, though, it becomes clear that the collaboration between the special education teacher and the class teacher is sometimes lacking. Finally, this study shows that pupils wish to be more involved in the process of deciding the frames for the support they need. Another conclusion is that the support given has to focus on the demands and needs of each individual in order for the support to be beneficial to each pupil’s learning process.