I arbetet undersöks hur New Public Management (NPM) implementeras i grundskolor iVästerås stad inom den offentliga sektorn. Detta för att se hur NPM upplevs i skolor samt hurde arbetar med NPM. Uppsatsen kommer även undersöka om det föreligger någraimplementeringssvårigheter när det gäller NPM. För att arbetet ska bli genomförbart, harNPM operationaliseras till tydliga mål, uppföljning och utvärdering, mål och resultatstyrning,konkurrens samt hushållning av offentliga medel. Arbetet präglades av kvalitativa intervjuer,fyra intervjuer genomfördes, som har utförts med rektorer från diverse områden i Västeråsstad som har valts slumpmässigt, vid två olika tillfällen. Dessa intervjuer har analyserats ochresultatet visar att NPM implementerats på diverse sätt i skolverksamheter. Det vill sägagenom bland annat APT, resultatdialog och årshjul. Det finns tydliga faktorer som försvårarimplementeringen dels att verksamhetspersonalen inte vill att implementeringen av en nyförändring ska äga rum men även att i de flesta fall kan de inte tillämpa implementeringen aven ny metod. Detta eftersom de inte har tid eller ekonomiska resurser för att kunnagenomföra implementeringen. Ytterligare en faktor som påverkar implementeringen äravsaknaden av kunskap hos anställda inom verksamheten gällande innebörden och denlångsiktiga vinsten som förändringen kan medföra. Resultatet visar även attskolverksamheten är negativt inställd till en top-down styrning av skolverksamheten, det villsäga att politiker ska fastställa mål för skolan. De hävdar att politiker saknar kunskap kringskolverksamheten, således bör dessa mål fastställas på lokal nivå.

Denna studie ämnar beskriva förändringen i formell styrning av förvaltningsmyndigheterna under tidsperioden 2006 till och med 2012. Av intresse för studien har varit styrutredningens (SOU 2007:75) kritik mot regeringens styrning av förvaltningen samt regeringens budgetproposition och förvaltningspolitiska proposition för år 2009. Studiens avsikt är således att beskriva förändringen över tid sedan styrutredningen presenterades. Centralt i studien är de av regeringen utfärdade uppdragen i regleringsbreven. I analysen presenteras ett antal mätbara variabler: antal uppdrag, storlek på uppdragen och antal återrapporteringskrav. I de fall som uppdragsdelen har förändrats eller stått oförändrad, utforskar studien dess innebörd för den sammantagna styrningen av förvaltningen.

During the past twenty years, the Swedish school systems have slowly changed to becomemore and more performance-driven. Private schools have been growing in general and, likeindependent schools and schools managed by municipalities, they profile themselves. Schoolsare becoming more performance and result-oriented, which has changed the roles of teachersin a dramatic way and is in general, still changing. By profiling students based on theirindividual performance, schools are able to help students identify themselves and their owngoals. The process of profiling is a slow one in which some teachers adapt more quickly thanothers, and one that is critical for other teachers to learn in order to keep up with the demandsof society.Schools, like ordinary businesses, are in constant competition with each other to keep up withthe newest and greatest models of teaching and to rank among the best in high achievements.Perhaps the downside of this modern school structure is that it is often difficult to have aschool where both school management and teachers see eye to eye. School management must heavily focus on the school’s results as a whole. They rely on the teachers to produce theseresults among their students, which at times creates a heavy burden on teachers. The teachersare expected to have a much larger role, often ones that have to do with advertising for theschool in addition to teaching their students. In order to attract more student applications,school management expects that their teachers follow a curriculum that will produce highscores and grades. This study was done with a secondary school in Stockholm, where four teachers and oneprincipal were interviewed in order to have their opinion of the discussion about teachers newposition in the school as they operate today.

The purpose of this study is to examine the management of Karlskrona municipality's elderly care. The aim is to examine how the management is related to the theory of New Public Management. In addition, the study will investigate how the administration's employees, in this case the caregiver, respond to the management. In order to investigate this, the steering characteristics that are described by Lennart Lundquist in his theory of implementation, can, wants and understand will play a central part in the study. The essay is a case study based on a qualitative method and semi-structured interviews were made with employees in Karlskrona municipality's home care. The analysis reveals that there were several ideas in the management of the municipality's elderly care that can be seen in relation to the theory of New public management. In addition, the analysis reveals that the caregivers to a certain extent can and wants to comply with the current management, but lacks regarding their understanding of the steering can be identified, which can be seen as a negative effect to the steering overall.

<p>During the past twenty years, the Swedish school systems have slowly changed to becomemore and more performance-driven. Private schools have been growing in general and, likeindependent schools and schools managed by municipalities, they profile themselves. Schoolsare becoming more performance and result-oriented, which has changed the roles of teachersin a dramatic way and is in general, still changing.</p><p>By profiling students based on theirindividual performance, schools are able to help students identify themselves and their owngoals. The process of profiling is a slow one in which some teachers adapt more quickly thanothers, and one that is critical for other teachers to learn in order to keep up with the demandsof society.Schools, like ordinary businesses, are in constant competition with each other to keep up withthe newest and greatest models of teaching and to rank among the best in high achievements.Perhaps the downside of this modern school structure is that it is often difficult to have aschool where both school management and teachers see eye to eye. School management must heavily focus on the school’s results as a whole. They rely on the teachers to produce theseresults among their students, which at times creates a heavy burden on teachers. The teachersare expected to have a much larger role, often ones that have to do with advertising for theschool in addition to teaching their students. In order to attract more student applications,school management expects that their teachers follow a curriculum that will produce highscores and grades.</p><p>This study was done with a secondary school in Stockholm, where four teachers and oneprincipal were interviewed in order to have their opinion of the discussion about teachers newposition in the school as they operate today.</p>

When it comes to steering large and complex organisations like the Swedish Armed Forces and others in the public sector, it can be both complex and challenging. People and processes are bound to function in an advanced environment. A well balanced steering model is essential to accomplish assigned duties.  While the main part of the public sector is steered by “Management by Objectives” the Armed Forces uses “Mission Command” as a management philosophy. This study aims to examine what differences and similarities there are between these two management models. Could either part learn something from the other? The study is carried out as a qualitative text analysis of the chosen literature for Management by Objectives and Mission Command. The comparison of the two models is based on two opposing theorys. The first is Webers bureaucracy theory about strict hierarchical organizations. The other is Fiedlers theory that an organization have to adapt to the present conditions by constantly reorganizing to find the optimal form for the moment, the Contingency theory. Based on these two theories we have created a model for the comparative analysis.  The chosen texts regarding Management by Objectives are, two of the Swedish Governments official investigations, and for the Mission Command, the two leading doctrines of the Swedish Armed Forces. The result from the qualitative text analysis is the foundation of the comparative analysis which measures the models against different aspects grounded in the two theories. Even though the two models have much in common we have also found several distinguishing features. One of the most striking differences is how well adjusted Mission Command is for leading activities with great command intensity in short time periods while Management by Objectives is the preferred method for a more systematic control focusing on performance monitoring in a longer time perspective. Our view is that both the public sector and the Armed Forces could take benefit in learning from each other by adopting parts of each other’s management models based of the character of the present task to be performed. / Styrning av stora organisationer såsom den svenska Försvarsmakten och övriga offentliga sektorn kan vara komplex och utmanande. När många människor och processer ska fungera tillsammans i en avancerad miljö, är en fungerande styrmetod avgörande för att lösa ställda uppgifter.  Försvarsmakten använder sig av ledningsfilosofin uppdragstaktik medan övrig offentlig sektor till stor del styrs med mål- och resultatstyrning. Studien syftar till att undersöka vilka likheter och skillnader det finns mellan mål- och resultatstyrning i offentlig verksamhet och uppdragstaktik i Försvarsmakten. Kan de två metoderna dra lärdom från varandra? Studien undersöker begreppen på normativ nivå. Arbetet är genomfört som en kvalitativ textanalys av utvald litteratur för mål- och resultatstyrning respektive uppdragstaktik. Jämförelsen av de två styrmodellerna tar sin utgångspunkt i Webers teorier om byråkratier med strikt hierarkiska och regelstyrda arbetssätt och Fiedlers tankar om ett styrsätt som ständigt anpassas efter rådande omständigheter, den så kallade Contingency synen. Med stöd av dessa båda statsvetenskapliga teorier har vi skapat en analysmodell för jämförelsen av de två olika styrsätten. I fokus för jämförelsens huvudfokus ligger två stycken av Statens offentliga utredningar rörande styrningen från Regeringskansliet samt på den militära sidan, Militärstrategisk doktrin och Doktrin för gemensamma operationer. Dessa texter kompletteras även av en skrift om mål- och resultatstyrning från Statskontoret samt en lärobok från Försvarshögskolan, då båda dessa skrifter tillför bredd och djup till de båda valda styrmodellerna. Resultatet ur innehållsanalysen ligger till grund för jämförelsen utifrån den framtagna analysmodellens aspekter. Även om de båda jämförda styrmodellerna har mycket gemensamt har vi också funnit tydliga särdrag. Mest påfallande är hur uppdragstaktiken lämpar sig väl för ledningsintensiva kortare aktiviteter medan mål- och resultatstyrning gör sig bra för en mer systematisk, kalenderbunden styrning med tydligt fokus på uppföljning. Vi vill hävda att de båda jämförda verksamhetsområdena skulle kunna vinna på att lära av varandra och utnyttja delar från styrmodellerna beroende på aktuell verksamhets utstäckning i tid och bedömd ledningsintensitet.

Polismyndigheten har i uppdrag av regeringen att med sitt kompetensförsörjande arbete öka sin tillväxt med 10 000 fler anställda till utgången av 2024. Mot bakgrund av kompetensförsörjningens styrande roll i en organisation syftar uppsatsen till att undersöka hur de olika styrformer som präglat offentlig sektor över tid har präglat Polismyndighetens kompetensförsörjande arbete. I uppsatsen tillämpas institutionell logik som analytisk lins, vilket innebär en analytisk inramning för att kunna studera de ömsesidiga relationerna mellan institutioner, individer och organisationer i sociala system. För detta ändamål används en byråkratisk logik, en managementlogik och en tillitslogik för att närmare undersöka de bärande principerna för att styra och organisera Polismyndighetens kompetensförsörjande arbete. Det teoretiska ramverket bygger på olika kännetecken utmärkande för de styrningsreformer som präglat offentlig förvaltning över tid. Med kvalitativ textanalys som metodologisk utgångspunkt har Polismyndighetens styrande regler, rutiner och beslut med relevans för det kompetensförsörjande arbetet bearbetats och tolkats. Resultatet tyder på att Polismyndighetens kompetensförsörjande arbete bär spår av de tre logikerna, med den byråkratiska logiken och managementlogiken tydligast framträdande. Observationer av tillitslogiken kunde enbart skönjas fragmentariskt, ett faktum som innebar utmaningar i tolkningen av logikens särskilda egenskaper för att styra och organisera. Uppsatsen presenterar därutöver ett resonemang kring logikernas samtidiga existens i modellen för kompetensförsörjning och vad detta kan innebära för Polismyndighetens mål om en ökad tillväxt.

The Swedish education system underwent extensive reforms in the late 1080s and early 1990s, alongside changes in the public sector. These reforms involved a transition from a centralized to a decentralized system, where decision-making was delegated to municipalities and their respective operations. The Swedish National Agency for Education (Skolverket) was tasked with reviewing the quality reports of municipalities and reporting their assessments to the state. The evaluations displayed multiple flaws in the municipalities operations, and as a result of this, the Systematic Quality System (SKA) was implemented as a regulation in the Education Act of 2010.  Despite some researchers and teachers expressing their opinions on this subject, there are still konwledge gaps regarding primary school teachers´ experiential perceptions of the Systematic Quality Sysstem and its impact on their work situation. Using the central concepts of institutional norms, decoupling, and path dependence from neoinstitutionalism as analytical instruments, will contribute to understanding how SKA with its rules and guidelines affects primary school teachers´ perceptions on the SKA.  Furthermore, the study examines how primary school teachers, acting as street- level bureaucrats, are influenced by the SKA in their professional autonomy. Employing a qualitative method, six primary school teachers from two different cities and schools were interviewed. By gathering primary school teachers´ experiential perceptions and analyzing them using analytical instruments, it demonstrates that there is no consensus regarding systematic quality system. The reasons for this phenomenon stem from differences in implementation strategies, local adaption, and contextual factors across different school operations.

Education on behalf of social trust constitutes a central theme in all societies. Different forms of cheating and fraud have a negative impact on the bonds of social trust. The purpose of the thesis is to increase understanding of the scope for learning about the individual-society relationship as it finds expression in pedagogical practices involving norms relating to cheating. The established norms concerning school cheating are identified in group-based discussions involving Upper Secondary students and teachers. Students ascribe each other roles on the basis of the perceived capacity to produce school results and thereby also to justify the need for school cheating. In the norm negotiations a significant tolerance is shown towards cheating which is adjudged to be necessary, provided that a hierarchic, fair distribution of grades can be retained. The teachers perceive expectations of acting for goal fulfilment, in the form of good student grades, as based on economic arguments. Good student grades imply satisfied customers in a market exposed to competition and a strong market value for the individual school. From a critical viewpoint these norms are related to the contemporary, dominant neo-liberal principles of commercialisation and individualisation in social organisation. The school actors perceive, in accordance with stratified norm theory, the norms from economic systems of conduct as more strongly conditioning on conduct than those norms from political-administrative or socio-cultural conduct systems. The teachers are aware of expectations, in hidden concert and consent with other school stakeholders, to offer social approval for student cheating and sympathetic marking concerning the lowest grade for passing i.e. violation of rules, where this is necessary to meet the economic as well as political-administrative objectives that have been established. To be part of pedagogic practices involving school cheating implies learning to uncouple rules and practice, law and morality. Such a double agenda is incompatible with norms and ideals in official curricula as well as being destructive of the bonds of social trust; it thereby functions as a hidden curriculum.

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