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This study explores the impact of organizational leadership and structure on sustainabledevelopment in financial organizations. It utilizes a deductive qualitative researchapproach with semi-structured interviews as the data collection method, collaboratingwith six large and prominent financial organizations in Sweden.The findings suggest that leadership and structure significantly impact sustainabledevelopment in financial organizations. The study found that leadership plays a crucialrole in promoting sustainability, while the organizational structure affects theimplementation and success of sustainable practices. The results also indicate that usingsustainable frameworks and integrating sustainability into the organizational culture isessential for achieving the Sustainable Development Goals.The study contributes new knowledge to organizational study on sustainable developmentin financial organizations. It also provides valuable insights for organizations,sustainability professionals, policymakers, scholars, and students interested insustainability, organizational structure, and leadership, as it could contribute to thetheoretical understanding of sustainable practices and provide a base for future researchin the field.

Four of the five acknowledged universal core problems, based on Clement and Puranam’s (2020) theory, that organizations try to solve upon designing their organizational structure are (1) task division; (2) task allocation; (3) provision of information; (4) provision of rewards. These formed the analytical model for a study about how IT startups could design their organizational structure in their transition phase. The conclusion is that IT startups in their transition phase could benefit from having an organization structure with selective horizontal and vertical decentralization that enables clarity, transparency, and autonomy. An organizational structure with such decentralization uses mutual adjustment as the coordination mechanism, which is best suited for organizations with complex and dynamic environments such as IT startups in their transition phase. The purpose of this paper is to provide IT startups with insights on how they could design their organizational structure as they scale up in their transition phase.

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It is important for organizations to enforce corporate entrepreneurship in order to enable innovation and growth which can lead to more job opportunities and economic growth. Enforcing corporate entrepreneurship during growth is difficult and much of the current research contradicts each other by saying that growth is handled by formalizing and structuring while corporate entrepreneurship is enforced by having a simple and loose organization. This research aims to explore how a company can organize to prepare for growth while maintaining the ability to be innovative. An illustrative case study is conducted where a small company which is expecting growth in a rapidly changing industry is examined through interviews. The theory was thoroughly investigated and five central factors of entrepreneurial orientation (autonomy, proactiveness, innovativeness, risk-taking, competitive aggressiveness) were cross examined with five central challenges that appear during growth (differentiation, heterogeneity, external complexity, internal change, internal turmoil). A framework is proposed which contains identified dilemmas of remaining entrepreneurial during growth and suggested guidelines of how to organize a firm to meet these challenges. The organizational structure is identified as one of the most important aspects which influence the entrepreneurial abilities of a firm and therefore the proposed guidelines are based on the central factors of organizational structure from the theory (formalization, centralization, complexity). The results point to formalizing rules and procedures, decentralizing some of the decision making and enforcing good integration in a low complexity (internal) environment in order to enable autonomy and proactiveness which allows the company to be innovative, even as internal and external changes are taking place. Future research is suggested for exploring the impact of the suggested guidelines and there is a possibility in elaborating the guidelines for other aspects of an organization than the structure. / Det är viktigt för organisationer att vara entreprenöriella för att möjliggöra innovation och tillväxt vilket kan leda till fler arbetsmöjligheter och ekonomisk tillväxt. Att införa intraprenörskap medan organisationen växer är svårt och mycket av forskningen är motsägelsefull. För att företaget ska kunna växa krävs det formalisering och struktur medan intraprenörskap främjas genom att ha en enkel och rörlig organisation. Syftet med denna rapport är att undersöka hur ett företag kan organiseras för att växa men samtidigt bibehålla förmågan att vara innovativa. Ett litet företag som förväntas växa i en snabbt skiftande industri undersöks genom en illustrativ fallstudie och intervjuer. Tidigare forskning visar på fem centrala faktorer av entreprenöriell orientering (autonomi, proaktivitet, innovativitet, risktagande, konkurrensvilja) och fem centrala svårigheter vid tillväxt (differentiering, heterogenitet, extern komplexitet, intern förändring, internt tumult). I ett ramverk korsexamineras svårigheterna med att vara innovativ under tiden företaget växer och dilemman identifieras samt besvaras med riktlinjer för hur man kan organisera företaget för att hantera dessa svårigheter. Organisationsstrukturen är identifierad som en av de viktigaste aspekterna som påverkar ett företags entreprenöriella förmåga och därmed är de föreslagna riktlinjerna baserad på de centrala aspekterna (formalisering, centralisering, komplexitet) av en organisationsstruktur. Resultaten visar att formalisera regler och rutiner, decentralisera vissa beslutsfattanden och upprätthålla god integration i en (intern) miljö med låg komplexitet främjar autonomi och proaktivitet. Detta tillåter företaget att fortsätta vara innovativa även när den interna och externa miljön förändras. Framtida forskning föreslås för att utforska riktlinjernas effektivitet. Det finns även möjligheter att utöka ramverket till andra aspekter än organisationers strukturer.

This quantitative study analyzed the relationship between district characteristics, the educational environment and the administrative organizational structure in public schools in the Commonwealth of Pennsylvania between the 1996-1997 school year and the 2006-2007. More specifically, this study conducted an assessment of the changes and stability that have occurred in the Commonwealth's 501 public school district's administrative positions and structures and determined the trends or relationships that exist between the administrative structure in comparison with district characteristics and the educational environment. Pennsylvania public schools have increased in total number of administrators across the Commonwealth from 5,734 in the 1996-97 school year (Database 1996-97) to 7,348 administrators in the 2006-07 school year (Database 2006-07). This is an increase of 1,614 administrators across the 501 public school districts. These increases have not been consistent from one year to another or across districts. Little is known concerning the relationship between internal district characteristics, the external educational environment and administrative changes or stability. In addition, little is known about that combination of characteristics that have allowed some districts to remain stable in a changing educational environment. In an effort to provide more information on these issues, this quantitative study analyzed public school administrative positions and structures in the 501 Pennsylvania school districts over time in relation to the district's characteristics and educational environment. By assessing combinations of district characteristics and the educational environment, this study sought to find similarities and differences in how districts administratively respond to forces and pressures on the organization. / Educational Administration

The purpose of this study was to examine the relationship between the self-perceived emotional-social intelligence and the self-perceived leadership characteristics of New Jersey educational administrators in relation to issues potentially complicated by gender. Both emotional-social intelligence and leadership were categorized into more specific aspects for comparison purposes. I administered a version of the Bar-On EQ-i test (EQ-i 2.0 online version) for emotional intelligence to school administrators in educational leadership positions in various New Jersey school districts. Additionally, the educational administrators completed the online version of the Leadership Practices Inventory assessment by Kouzes and Posner measuring “The Five Practices of Exemplary Leadership.” A minimum sample of twenty-five participants was sought from across all district types in New Jersey via emailed invitations to over five hundred individuals. More than twenty-five administrators ultimately agreed to participate; however, out of the forty-two administrators who did so and completed the consent agreement, two elected to formally withdraw their participation after the research was in process. Any completed responses from these two individuals were withdrawn from final analyses. From the remaining forty participants, two female administrators did not complete the EQ-i 2.0 assessment, and one male and three females did not complete the LPI assessment. Although the proposal for this research initially included a potential open-ended semi-structured interview designed by the researcher in which specific points would be analyzed if the need for such emerged from the quantitative data collection process, this phase ultimately did not occur; however, it is my recommendation that a fully independent but related qualitative project be undertaken in the future. Several research questions were posed and studied. It was assumed that there are no significant differences between male and female school leaders’ responses on the two instruments. An analysis of variance was used to determine the relationship between emotional-social intelligence and administrators’ self-perceived leadership abilities when analyzing response variables and explanatory variables of each gender group. Resultant data were analyzed and reported to include measures of validity and reliability. This work may provide a framework to better understand the emotional-social acuity, leadership skills, and experiential history of male and female New Jersey educational leaders in relation to self-perceptions of emotional-social intelligence and leadership characteristics. The research results have the potential to provide preliminary suggestions for additional research in the area of leadership development in schools and in graduate preparation programs. / Educational Leadership

This dissertation demonstrates how patients' mental illness treatment careers depend on the change and/or stability among differing levels of social structure. Theorists of the mental illness career tend to ignore the role that higher levels of social structural change have on individuals' mental illness career. Researchers using an organizational perspective tend to focus on the organizational environment but ignore the treatment process from the individual's point of view. Both perspectives neglect what the nation-state's broader socio-political and economic circumstances could imply for people seeking treatment for mental disorders. Organizational theory and theories of the mental illness career are independent theoretical streams that remain separate. This dissertation connects these independent theoretical streams by developing a unifying theoretical framework based on historical analysis. This historical analysis covers three phases of treatment beginning at the end of World War II to the present. This framework identifies mechanisms through which changes in larger levels of social structure can change the experience and career of mental patients. This new perspective challenges current conceptions of the mental illness career as static by accounting for the various levels of social structure that play a part in the mental illness treatment career. Taken together, the inclusion of differing levels of social structure and the subsequent reciprocal relationship between these levels of analysis produce a narrative that explains why and how stability and change within the mental health sector shape the mental illness treatment career. / Ph. D.

Background: In an evolving business landscape, the need for regulations has emerged to foster sustainable business. To ensure that firms are held accountable, the Corporate Sustainability Reporting Directive (CSRD) entered into force in January 2024, encompassing approximately 50,000 firms across Europe. This directive expands upon previous legislation in all conceivable metrics, and has put affected firms under significant pressure, posing implications for organizational change arising from the extensive implementation. Purpose: The purpose of this study is to identify what actions firms are taking to comply with the Corporate Sustainability Reporting Directive and explore how their actions impact their organizational structure. Method: The study was conducted through a qualitative method including semi-structured interviews with eight participants, including HR Managers, Sustainability Managers, and Consultants. Conclusion: The study reveals that the effects on the organizational structure of firms as a consequence of the CSRD primarily involves incremental change. Efforts of coordinating across departments, allocating tasks and establishing supervisory functions emerges as core challenges when transitioning to CSRD compliance. These, in turn constituting structural changes in specialization, functional flexibility, formalization and standardization to accommodate new procedures necessitated by the CSRD. The analysis further highlights the expansion of middle management, support staff and technostructure, as a result of organization wide collaboration.

Nearly two-thirds of undergraduate college students within the United States fail to graduate within six years because they are unprepared for postsecondary education. Thus, many states have embarked on policy reform movements centered on college and career readiness for all high school graduates. This study focused on Kentucky’s efforts to implement four key initiatives—accelerated learning, secondary interventions, college and career readiness advising, and persistence to graduation—resulting from sweeping reform policies enacted in 2009 by the Kentucky General Assembly. The study considers policy implementation from an organizational perspective and explores the structural characteristics associated with effective policy implementation at the school level.