<p>The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources.</p><p>At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism.</p><p>The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found.</p><p>Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility.</p><p>The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles.</p><p>In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism</p>

The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources. At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism. The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found. Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility. The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles. In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism

Datum: 2022-06-01 Nivå: Kandidat/Magisteruppsats Företagsekonomi, 15 hp Akademi: Akademin för Ekonomi, Samhälle och Teknik, Mälardalens Universitet Författare: Hennström Moa (99/02/24)     Jarmteg Emma (00/05/25) Titel: IDAG, IMORGON OCH I FRAMTIDEN - En kvalitativ fallstudie om digitala externa möten och mötesledarskap Handledare: Johan Grinbergs Nyckelord: Social Presence Theory, Giddens Struktureringsteori, Digitala Möten, Externa Möten, Mötesledarskap, Externt Ledarskap, Utmaningar med Digitala Externa Möten  Forskningsfrågor: Vilka utmaningar upplever mötesledare att det finns med digitala externa möten? Vilka förmågor och beteenden använder sig mötesledare av i de digitala externa mötena och hur kan de utvecklas i framtiden?  Syfte: Syftet med denna fallstudie är att ur ett mötesledarperspektiv undersöka hur utmaningarna med digitala externa möten manifesteras i praktiken samt att explorativt undersöka om det finns ytterligare utmaningar i denna studerade praktik utöver de som redan identifierats i den existerande forskningen. Vidare syftar denna studie till att ge en förståelse för hur mötesledarskapet utövas i det digitala externa mötet och utifrån detta skapa ett underlag för hur det kan utvecklas i framtiden. Metod: I denna studie användes en fallstudie i kombination med en explorativ undersökning, där det empiriska materialet samlades in genom semistrukturerade intervjuer. Det användes en induktiv forskningsansats där den teoretiska referensramen fastställdes för att kunna ligga till grund för den insamlade empirin. Det genomfördes totalt tio intervjuer där den empiriska datan analyserades utifrån två valda huvudteorier, för att avslutningsvis kunna besvara undersökningens syfte och forskningsfrågor. Slutsats: Resultatet av studien visar att det finns ett flertal utmaningar med digitala externa möten som mötesledare ställs inför i den studerade kontexten. Respondenterna ger varierande svar på de utmaningar som de upplever manifesteras i praktiken och dessa svårigheter är såväl överensstämmande med tidigare forskning som helt nya. Det kan därför konstateras att det finns utmaningar i denna studerade kontext som inte har identifierats tidigare i forskningen. Mot bakgrund av detta har mötesledarnas nuvarande förmågor och beteenden i de digitala externa mötena identifierats, kartlagts och analyserats. Som resultat har behov av nya förmågor och beteenden identifierats, vilka i framtiden kan tillämpas av mötesledarna för att kunna bemöta och hantera utmaningar med digitala externa möten. / Date: 2022-06-01  Level: Bachelor/Master thesis in Business Administration, 15 cr Institution: School of Business, Society and Engineering, Mälardalen University Authors: Hennström Moa (99/02/24)         Jarmteg Emma (00/05/25) Title: TODAY, TOMORROW AND IN THE FUTURE - A qualitative case study about digital external meetings and meeting leadership Supervisor: Johan Grinbergs  Keywords: Social Presence Theory, Giddens Structuration Theory, Digital Meetings, External Meetings, Meeting Leadership, External Leadership, Challenges with Digital External Meetings  Research questions: What challenges do meeting leaders experience when holding a digital external meeting? What abilities and behavior skills do meeting leaders need to use in external digital meetings and how can they develop them in the future? Purpose: The purpose of this case study is to examine, from a meeting leader’s perspective, how the challenges of leadership in digital meetings are manifested in practice, and also, to examine whether this form of meeting has extra challenges in addition to those already identified by existing research. Furthermore the aim of this study is to create an understanding of how the leadership in a digital meeting is exercised and, based on this study, to create the basis for future development. Method: This study was conducted using a combination of a case study and an exploratory study, where the empirical material was collected through semi-structured interviews. An inductive research approach was used where the theoretical frame of reference was established in order to form the basis for the collected empirical data. To be able to finally answer the survey’s purpose and research questions, a total of ten interviews were conducted to collect empirical data, which were then analyzed based on two selected main theories. Conclusion: In the context studied, the results show that there are a number of challenges that meeting leaders face with external digital meetings. The respondents give varying answers to how the challenges they experience are manifested in practice. Those interviewed describe previously known challenges, but our study has also identified new challenges not seen in past research. It can therefore be stated that there are challenges in this study that have not been identified in earlier research. Against this background, the meeting leaders’ current abilities and behavior skills, in external digital meetings have been identified and analyzed. As a result, the need for new abilities and behavior skills, which in future can be applied by the meeting leaders to enable them to meet and handle the challenges of external digital meetings have been identified.