Cette thèse, qui revisite la perspective critique développée par l'École de Francfort, propose d'investir les transformations de l'industrie culturelle à l'ère du numérique. À partir de l'exemple du financement participatif, nous questionnons la pertinence d'idéaux normatifs structurés autour des notions d'autonomie, d'authenticité et de collaboration. Ces valeurs, constitutives de l'utopie du numérique à son origine, sont remises en avant par les porteurs de projets et les internautes qui y contribuent. Le financement participatif est présenté comme le moyen de produire et de consommer différemment de la culture. À partir des discours des acteurs, nous nous attachons à observer les mécanismes de récupération et d'incorporation de ces transformations au sein de l'industrie culturelle et d'une « forme de vie » spécifique. Ce double mécanisme de récupération des idéaux et de transformation à partir d'eux est appréhendé comme caractéristique d'une modernité hautement paradoxale (A. Honneth). Ce dispositif est saisi de manière dialectique, en s'attachant à l'étude des processus d'autonomisation au coeur même de ces paradoxes. / This dissertations, which reviews Frankfurt School Critical theory's, intends to question the cultural industry's transformations in a digital society. Through the example of crowdfunding, we question the relevance of normative ideals structured on autonomy, authenticity, independance and collaboration. This values, onces constitutives of the digital ideology, are now highlighted by the crowdfunding creators and producers. Seen as a tool which can encourage disintermediation, crowdfunding is introduced as a new way of producing and consumming culture. Based on actor's statements, we desribe how those transformations are incorporated by the cultural industry and, widely by a specific« form of life ». This dual mechanism of ideals' recuperation and transformation within them is understood as specific from a highly paradoxical modernity (A. Honneth). Crowdfunding is considered in dialectical way, and lets us see the empowerment process which appears for individuals in the heart of this paradoxes.

Globalization and technological advancements continue to challenge contemporary organizations’ aims to balance stability and change. As a response to this challenge, organizations often turn to empowerment and participatory processes. Current research emphasizes the need for enhanced communication in these processes. However, there is a lack of research studying how organizations practically enact this idea that these processes require more communication. This dissertation is aligned with the Montreal School’s CCO perspective and departs from communication theory seen as a dialogic of conversation and text, thus directing attention to coorientation and how organizational members coordinate in organizing processes. Based on this theoretical framework, the study aims to contribute to a better understanding – empirically as well as analytically – about the variety of texts that are a part of communicative initiatives aiming at enhancing communication, encouraging participation and empowerment processes. The empirical material is based on how two organizations explicitly emphasized communicative initiatives throughout each organization’s empowerment process attempts. One organization mainly used workshops to provide opportunities for communication, while the other organization incorporated an interactive video website for the same purpose. This dissertation acknowledges that managers and subordinates are not equally capable of discursively constructing the organization. However, enhanced communication through empowering processes has been shown to facilitate members’ abilities to contribute to the organizing process. Hence, the study combines two theoretical frameworks, the empowerment process model and the Montreal School’s CCO perspective, extending both and thereby accentuating the communication-power relationship. To further explore how conversations and text interact in the case organizations, the study enacts a tension-centered approach, arguing that tensions are produced, co- and reproduced and enacted through organizations’ wills to empower their members through communication. The findings indicate a recursive and reflexive relationship between the empowerment process, coorientation, tensions and participation. In practice, this means that organizational members who have the opportunity to engage in conversations about matters of concern while perceiving themselves as taking part in an empowerment process tend to more actively identify and co-produce tensions. Tensions increase participation and lead to new insights. As members realize the value of their input, this further enhances the empowerment process.

Our world is not equal, and women are in a greater extent affected by the inequalities. Extra vulnerable for the inequalities are women in developing countries. In order to empower women and strive towards gender equality, female entrepreneurship has shown positive effects for women in developing countries. Entrepreneurial development programmers are implemented by both organizations and governments, with the aim of engaging women into business. In order to study the entrepreneurial motivations and outcomes of women in a developing country, a field study was conducted in Zambia. Organizations, working with entrepreneurial business training, as well as female entrepreneurs who took part in an entrepreneurial business training programme, were interviewed during a ten-week stay in Zambia. A comparison between women with a low level of education and a high level of education was done, in order to see whether their entrepreneurial motivations and outcomes deviate or correlates. From the findings of this study, it was concluded that women with different educational background have different motivations for entering entrepreneurial activities. Women with a higher level of education had personal motivations for entering, such as personal fulfilment, the wish to actualize an idea and the wish to leave a legacy. On the other hand, women with a low level of education were forced into entrepreneurship, in order to support for their family and mainly their children. However, regarding the entrepreneurial outcomes, they correlate, showing that entrepreneurship and business training has given Zambian women self-confidence and a business-mind. / Vi lever i en ojämlik värld. Världens ojämlikheter påverkar kvinnor i större utsträckning än män, och extra utsatta är kvinnor i utvecklingsländer. I arbetet för att sträva mot jämlikhet och kvinnors uppnådda egenmakt har kvinnligt företagande visat positiva effekter för kvinnor i utvecklingsländer. För att vidare studera kvinnors motivationer och uppnådda effekter utav kvinnligt företagande i utvecklingsländer har en fältstudie utförts i Zambia. Organisationer som arbetar med utbildning inom företagande, i kombination med kvinnliga entreprenörer som tagit del av ett sådant utbildningsprogram har under tio veckor intervjuats på plats i Zambia. En jämförelse mellan kvinnor med hög respektive låg utbildningsnivå hargenomförts för att ta reda på om utbildningsbakgrund har påverkat deras motivationer och effekter av entreprenörskap. Resultaten av studien visar att kvinnor med olika utbildningsnivåhar olika motivationer för att starta företag. Kvinnor med högre utbildning startar företag av personliga skäl, så som önskan om självförverkligande, viljan att göra en idé till verklighet och viljan att lämna något efter sig. Kvinnor med lägre utbildningsnivå, startar å andra sidan företag på grund av att det är deras enda val. De tvingas in i entreprenörskap för att kunna försörja sina familjer, främst sina barn. Däremot visar effekterna av entreprenörskap likheter mellan kvinnorna, trots ojämn utbildningsnivå. Effekterna av entreprenörskap och företagsutbildning har gett zambiska kvinnor självförtroende och har hos dem utvecklat ett nytt företagstänk. Hädanefter kommer uppsatsen att presenteras på engelska.

En 2011, suite à un mouvement de réformation accélérée menant à l'appropriation par les écoles d'art françaises du dispositif LMD, celles-ci rejoignent l'espace européen de l'enseignement supérieur et quittent le ''régime de singularité'' qui les distinguait du système universitaire. Cette adhésion signe l'aboutissement d'une série de mesures dont l'implémentation visait à agir sur deux dimensions constitutives (différentes mais complémentaires) de la réalité des écoles d'art : la dimension académique, dont la mise aux normes des cursus et la restructuration de l'organisation pédagogique permettaient à ces établissements de délivrer des diplômes reconnus au grade de master ; le volet administratif qui, à travers la transformation des écoles d'art en établissements publics de coopération culturelle (EPCC), amorce un processus d'autonomisation vis-à-vis des structures tutélaires locales. C'est par une double opération d'interrogation des déterminants qui sont au fondement de la ''remise à niveau'' de la condition des écoles d'art, et d'examen des outils de gouvernance rendant effectif le déploiement de l'autonomie décrétée, que cette recherche se propose de saisir les nouveaux enjeux dont les écoles d'art font l'objet. / In 2011, following an accelerated reformation movement led by the network of French art schools, they joined the European area of higher education, getting out of the ''regime of singularity '', which distinguished them from the university system. This adherence note the accomplishment of a series of measures, whose implementation was intended to affect two distinct dimensions, constituting the reality of art schools: -the academic dimension, including the ''upgrading'' of curricula and restructuring the pedagogical organization, which allowed to accredit the awarded degree with a recognized diploma; -the administrative dimension, which through the transformation of municipal art schools into Public Cultural Cooperation Establishment (EPCC) aimed to start the empowerment process of local authorities. The aim of this research was to perceive the new issues regarding the art schools, one of them being the factors that stimulated the ''upgrading'' of the art schools condition. The other issue examined the governance tools that made possible and effective the deployment of autonomy decreed.