This study examines Sustainable Community Development (SCD) in the context of the Baltic Sea Region. The research focuses on understanding a model for SCD piloted in Robertsfors, Sweden. The model is said to be transferable to any community around the world. This study seeks to understand the concepts and tools used in the Robertsfors Model. It also examines whether the model is strategic with regards to sustainability and whether it is successful in engaging the local community around these issues. Considerations for transferability are also addressed, focusing specifically on the Eastern Baltic Sea Region. Opportunities for improving the model are also studied. A combination of secondary research, in the form of literature review and primary research (structured interviews and questionnaires) was used to explore these questions. Propositions about SCD and questions for further research emerged from this study.

As ferramentas de mídia social possibilitam a criação de ambientes colaborativos, comunidades virtuais e mecanismos de interação, como bate-papos e registro de comentários. Algumas organizações públicas estão se apropriando dessas ferramentas para ampliar suas formas de participação, inclusive desenvolvendo plataformas próprias. Mas como uma mídia social promove engajamento nos usuários de uma comunidade inserida nela? Assim, para estudo dessa questão foi selecionada a plataforma Participa.br, que foi disponibilizada pelo governo federal brasileiro em 2013, cujo intuito é oferecer meios para que cidadãos interajam entre si e participem do processo de desenvolvimento de políticas públicas. O objetivo desta pesquisa é analisar o uso de uma mídia social do governo, a partir de uma de suas comunidades, para verificar de que maneira esta promoveu engajamento. Empregou-se a netnografia, como estratégia de pesquisa, sobre um único caso. Ela se refere à observação e análise em profundidade de interações em uma rede social. Além disso, para a triangulação e contextualização dos dados resultantes da análise das interações, foram realizadas entrevistas com alguns dos usuários participantes das discussões na comunidade, a fim de conhecer suas percepções sobre a plataforma e de sua participação; e análise de documentos e notícias sobre a comunidade e a plataforma. Obteve-se, então, a dinâmica de participação e engajamento de uma comunidade de usuários, algumas evidências de engajamento civil, alguns dos atributos do processo de engajamento e as características que indicassem a presença de senso de comunidade entre os usuários participantes. Por fim, foram verificados quais e como os blocos funcionais, característicos da plataforma, influenciaram o engajamento dos participantes da comunidade estudada. / Social media tools enable us to create collaborative environments, virtual communities and interaction mechanisms, as chats and comments posting. Some public agencies are applying these tools in ways to broaden forms of participation. They are also developing their own social media platforms. However, how is social media used for promoting engagement in users from one of its communities? Thus, in order to address this question, it was selected the platform Participa.br, which aims to offer conditions to citizen interaction and participation in public policy development process. This platform was released by the Brazilian federal government in 2013. The objective of this research is to analyze the interactions in a community of users from a governmental social media, verifying how it has promoted engagement. A single-case netnography was chosen as the research strategy for this study. This strategy refers to observation and deep analysis of the interactions in a social media site. Besides that, it was applied data triangulation and contextualization on the results obtained in the interactions analysis. Therefore, interviews were done with some of the users that took part in the discussions in the community, to understand their perceptions about the platform and about the discussions. Analysis of documents and news about the community and the platform was done as well. After that, it was possible to describe the participation and engagement dynamics of the community users, some evidences of civil engagement, some of the attributes from the engagement process and characteristics that would indicate the presence of sense of community among the participants-users. Finally, it was verified how and which of the functional blocs featuring the platform influenced the engagement in the participants of the chosen community.

As ferramentas de mídia social possibilitam a criação de ambientes colaborativos, comunidades virtuais e mecanismos de interação, como bate-papos e registro de comentários. Algumas organizações públicas estão se apropriando dessas ferramentas para ampliar suas formas de participação, inclusive desenvolvendo plataformas próprias. Mas como uma mídia social promove engajamento nos usuários de uma comunidade inserida nela? Assim, para estudo dessa questão foi selecionada a plataforma Participa.br, que foi disponibilizada pelo governo federal brasileiro em 2013, cujo intuito é oferecer meios para que cidadãos interajam entre si e participem do processo de desenvolvimento de políticas públicas. O objetivo desta pesquisa é analisar o uso de uma mídia social do governo, a partir de uma de suas comunidades, para verificar de que maneira esta promoveu engajamento. Empregou-se a netnografia, como estratégia de pesquisa, sobre um único caso. Ela se refere à observação e análise em profundidade de interações em uma rede social. Além disso, para a triangulação e contextualização dos dados resultantes da análise das interações, foram realizadas entrevistas com alguns dos usuários participantes das discussões na comunidade, a fim de conhecer suas percepções sobre a plataforma e de sua participação; e análise de documentos e notícias sobre a comunidade e a plataforma. Obteve-se, então, a dinâmica de participação e engajamento de uma comunidade de usuários, algumas evidências de engajamento civil, alguns dos atributos do processo de engajamento e as características que indicassem a presença de senso de comunidade entre os usuários participantes. Por fim, foram verificados quais e como os blocos funcionais, característicos da plataforma, influenciaram o engajamento dos participantes da comunidade estudada. / Social media tools enable us to create collaborative environments, virtual communities and interaction mechanisms, as chats and comments posting. Some public agencies are applying these tools in ways to broaden forms of participation. They are also developing their own social media platforms. However, how is social media used for promoting engagement in users from one of its communities? Thus, in order to address this question, it was selected the platform Participa.br, which aims to offer conditions to citizen interaction and participation in public policy development process. This platform was released by the Brazilian federal government in 2013. The objective of this research is to analyze the interactions in a community of users from a governmental social media, verifying how it has promoted engagement. A single-case netnography was chosen as the research strategy for this study. This strategy refers to observation and deep analysis of the interactions in a social media site. Besides that, it was applied data triangulation and contextualization on the results obtained in the interactions analysis. Therefore, interviews were done with some of the users that took part in the discussions in the community, to understand their perceptions about the platform and about the discussions. Analysis of documents and news about the community and the platform was done as well. After that, it was possible to describe the participation and engagement dynamics of the community users, some evidences of civil engagement, some of the attributes from the engagement process and characteristics that would indicate the presence of sense of community among the participants-users. Finally, it was verified how and which of the functional blocs featuring the platform influenced the engagement in the participants of the chosen community.

This study examines Sustainable Community Development (SCD) in the context of the Baltic Sea Region. The research focuses on understanding a model for SCD piloted in Robertsfors, Sweden. The model is said to be transferable to any community around the world. This study seeks to understand the concepts and tools used in the Robertsfors Model. It also examines whether the model is strategic with regards to sustainability and whether it is successful in engaging the local community around these issues. Considerations for transferability are also addressed, focusing specifically on the Eastern Baltic Sea Region. Opportunities for improving the model are also studied. A combination of secondary research, in the form of literature review and primary research (structured interviews and questionnaires) was used to explore these questions. Propositions about SCD and questions for further research emerged from this study. / Den här magister uppsats berättar on hållbar kommunal utveckling i Blatik havet region. / Postal address: Götgatan 58 11826 Stockholm; mobil: 0734-434149, e-mail: koyurygen1@yahoo.com

L’internazionalizzazione di un curriculum accademico è un processo globale volto al miglioramento complessivo della qualità dei curricula attraverso l’aggiunta di una dimensione interculturale e internazionale. L’internazionalizzazione del curriculum è riconosciuta come un processo altamente contestualizzato che viene accolto e interpretato in modo diverso a seconda delle discipline accademiche o dagli ambiti territoriali. Precedenti ricerche comunicano che si tratta di un processo in cui il personale accademico svolge un ruolo critico e il loro continuo impegno è necessario alla sua riuscita. Sono state individuate molte sfide nel reclutamento del personale addetto all’internazionalizzazione dei programmi di studio. Negli ultimi anni, l’internazionalizzazione dell’educazione superiore è divenuta una priorità strategica per i politici e la leadership istituzionale in Israele. Le risorse sono state dirette allo sviluppo di strategie istituzionali per l’internazionalizzazione, con l’obiettivo di aumentare la mobilità degli studenti e del personale, e migliorare la qualità dell’insegnamento e della ricerca. L’internazionalizzazione del curriculum è vista come parte integrante di questa tendenza. Sebbene in Israele vi siano ricerche sul processo di istituzionalizzazione dell’istruzione superiore, in questo campo esistono pochi studi sul processo di internazionalizzazione del curriculum. L’obiettivo di questo studio è quello di esplorare il processo di internazionalizzazione del curriculum in tre dipartimenti accademici in un’università israeliana e registrare l’impegno del personale accademico in questo processo, prestando particolare attenzione alle loro risposte, motivazioni, interpretazioni e attuazioni. Lo studio utilizza, come lente teorica, il quadro concettuale di Leask (2015) per l’internazionalizzazione del curriculum, in cui il processo di internazionalizzazione è posizionato all’interno di un ambiente estremamente complesso e influenzato da molteplici strati di contesto. La ricerca adotta un approccio partecipativo con un disegno di ricerca qualitativa, costruito intorno a tre casi di studio. Quest’ultimi sono triangolati utilizzando tre canali di dati: interviste approfondite, analisi di programmi dei corsi, canali informali. Un totale di 17 partecipanti provenienti da tre dipartimenti accademici sono stati intervistati e le trascrizioni delle interviste sono state analizzate tematicamente. Inoltre, 15 programmi dei corsi sono stati sottoposti ad analisi documentale, utilizzando gli Indicatori dell’Internazionalizzazione del Curriculum, strumento sviluppato come parte dello studio. I risultati della ricerca dimostrano che l’internazionalizzazione del curriculum funge da catalizzatore per la progettazione di programmi di studio per individui e team accademici in un istituto di istruzione superiore in Israele. Lo studio segnala che gli accademici sono motivati ad avviare il processo anche nel caso in cui non vi sia una necessità evidente, come la presenza di studenti internazionali nel campus. Inoltre, questo lavoro mostra modalità contestualizzate di coinvolgimento nell’internazionalizzazione del curriculum in tutte le discipline, sostenendo ed estendendo le ricerche precedenti in questo settore. Nella fattispecie, lo studio offre importanti spunti di riflessione sul processo di internazionalizzazione del curriculum, suggerisce miglioramenti al quadro di Leask (2015), e formula diverse raccomandazioni pratiche che sono rilevanti per il singolo ambito dell’istruzione superiore in Israele, ma che potrebbero estendersi anche oltre. / Internationalising an academic curriculum is a comprehensive process directed towards the overall improvement of curricula quality through the addition of intercultural and international dimensions. Internationalisation of the curriculum is recognised as a highly contextualised process which is received and interpreted in many different ways across academic disciplines and regional settings. Previous research also reports that it is a process where academic staff play a critical role and their continuous engagement with it is necessary. Many challenges in recruiting staff to engage in internationalisation of the curriculum have been raised. Internationalisation of higher education has become a strategic priority of policy makers and institutional leadership in Israel in the past few years. Resources are directed towards the development of institutional strategies for internationalisation, with the goal of increasing student and staff mobility and raising the quality of teaching and research. Internationalisation of the curriculum is seen as an integral part of this trend. Although there is research on the process of internationalisation in higher education in Israel, little research exists on the process of internationalisation of the curriculum in this space. The objective of this study is to explore the process of internationalisation of the curriculum in one Israeli college across three academic departments and record the engagement of academic staff in it focusing on responses, motivations, interpretations and enactment. The study uses Leask’s (2015) conceptual framework for internationalisation of the curriculum as a theoretical lens, where the process of internationalisation of the curriculum is positioned within a super complex environment and impacted by multiple layers of context. The research assumes a participatory action research approach with a qualitative research design, constructed around three case studies. The case studies are triangulated using three data channels: in-depth interviews, analysis of syllabi documents and insider, informal channels. A total of 17 participants from three academic departments were interviewed and interview transcripts were subjected to thematic analysis. In addition, 15 syllabi documents were subjected to document analysis, using the Internationalisation of the Curriculum Indicators tool which was developed as part of this study. The results of the research demonstrate the role of internationalisation of the curriculum as a catalyst for curriculum design for academic individuals and teams in one higher education institution in Israel. It shows that academics are motivated to embark on the process even in a case when there is no obvious need such as the presence of international students on campus. In addition, it shows contextualised modes of engagement with internationalisation of the curriculum across the disciplines, supporting and extending previous research in this area. Specifically, the study offers important insights into the process of internationalisation of the curriculum and suggests enhancements to Leask's (2015) framework and makes several practical recommendations which are relevant for the unique space of Israeli higher education and possibly beyond.

A partir du constat d’un processus de féminisation des Coopératives d’Activité et d’Emploi (CAE) en France nous posons la question : pourquoi les CAE, qui sont des structures mixtes d’accompagnement à la création et au développement d’activité, attirent-elles plus les femmes ? Pour mieux comprendre ce phénomène nous « chaussons les lunettes » sociologiques avec les verres de « genre » afin d’analyser le processus d’engagement des femmes dans un parcours entrepreneurial dans les CAE. L’analyse de ce phénomène social avec les lunettes Genre permet de dépasser une vision idéalisée que nous pourrions avoir de l’innovation sociale que représente les CAE ainsi qu’une approche simplement critique de reproduction des inégalités sociales et sexuées pour aller vers une approche nuancée des expériences des entrepreneures salariées. Les CAE constituent une « opportunité professionnelle » pour des femmes engagées dans un processus de mobilité professionnelle suite à une impasse professionnelle et/ou un sentiment d’insatisfaction dans leur parcours. Ce besoin d’entreprendre « autrement » semble trouver une réponse auprès du statut hybride « d’entrepreneur salarié » et du cadre d’emploi qui y est proposé. Cependant, les femmes ne sont pas à égalité dans cette aventure car l’engagement entrepreneurial dans ses formes dépend des trajectoires biographiques frappées du sceau de genre. / At the starting point of process of feminization of the Cooperatives of Activities and Employement (CAE) in France we ask the question : why the CAE, wich are mixed structures of accompaniement to the creation and development of activity attract more women ? To better understand this phenomenon we « wear glasses » sociological with the glasses of « gender » in order to analyse the process of engagement of women in an entrepreneurial career in the CAE. The analysis of this social phenomenon with the gender glasses exceed an idealized vision that we could have social innovation that represents the CAE as a simply critical approach of reproduction of social and gender related inequalities toward an approach balanced experiences of women employed entrepreneurs. The CAE is a buisness opportunity for women engaged in a process of professionnal mobility following a professional deadlock and/or a feeling of dissatisfaction in their carieer. This need to undertake « differently » seems to find an answer to the hybrid status « salaried entrepreneur » and the employment framework that is proposed. However, women are not equal in this adventure because entrepreneurial commitment in its forms depends on the biographical trajectories hit the seal of gender.