The purpose of this study is to, based on qualitative interviews with managers and group interviews with care providers, understand their interpretation of integrity and also their scope for action to satisfy disable people’s integrity at sheltered housing for adults. The questions of this study are: How do the managers and the care providers interpret the concept of integrity? Which scope for action do they have to satisfy the integrity of disabled people? Method: Individual – and group interviews have been used as methods to gather empirical data. Theory: The theories of scope for action and integrity as a theoretical conception have been used to analyze the empirical material. Results: The informants of this study found it difficult to give a specific definition of integrity. The main aspects we could distinguish were that integrity was interpreted as a personal sphere and self-determination. The result of this study shows that the scope for action to satisfy the integrity of disabled people is affected by many factors. First of all the scope for action is affected by the Swedish law LSS and the assignment within the organization. The scope for action is also affected by individual adaption for each person. This study shows the importance of the relationship between the managers, care providers and the persons. At last the informants emphasize some dilemmas in their scope for action to satisfy the integrity.

The aim of this thesis is to design and develop a polyphonic reanalysis instrument for analysis of school cultures, as a part of the efforts to understand and develop schools as organizations. The purpose of the new instrument is to achieve an extended possibility to highlight the values and motives underlying a school´s everyday work from the actors´ micro-oriented perspective. The concept of school culture refers to Gunnar Berg and his school development strategy of scope for action, which in turn can be understood as an empirically grounded development of Gerhard Arfwedson´s concept of school codex.  The new instrument is intended to complement these two existing and long-established analytical instruments. School development is an ambiguous concept, open to different explanation and interpretation, depending on the choice of perspectives and approaches. Christopher Hodgkinson emphasizes the difficulty in conceptualizing a discussion of the motives and values held by members of an organization. It is all about subjective concepts, the meanings of which vary, depending on the situation and the context in which they are observed. A central issue in organizations is how to reconcile the organization’s nomothetic and idiographic aspirations and structures. In school organizations the problem can be understood as the dialectical interaction between institutional and organizational values. In order to provide the kind of empirical knowledge of school development that is called for, an analytical tool is required that can capture both individual and organizational and institutional aspects of the school's everyday work. My empirical evidence is drawn from cultural analysis of schools in three municipalities and municipal districts. In the reanalysis, the emerging common features were lack of continuity in school leadership and the expectations of school leaders as educational leaders to participate more actively in the everyday work. The frequent changes of directors, was by many perceived as an inhibiting and counterproductive obstacle to sustainable school improvement. The results also showed significant differences in the schools' organizational structures of formal and informal decision-making. Knowledge of the underlying patterns that affect the school's everyday work can probably be used to make the organization more transparent and malleable. The dialectical interplay between the organization and its nomothetic-idiographic aspirations differs from school to school. The driving forces in the members’ collective action clarify the relationship between the organization and its members' goals. In-depth knowledge of actors' behavior and attitudes in the context of this interaction increases the possibility of real school development on pedagogical terms to the pupils' benefit. In conclusion: The polyphonic culture assay is still an underdeveloped area. Access to the polyphonic school culture will hopefully be the starting-point for the challenge to increase new and exciting empirical knowledge of the daily work at school.

This qualitative interview based essay aims to examine how managers perceive their management role in an organization and more specified to what extent management is shaped by the individual’s personal attributes versus how much is controlled by the organization. The essay’s second central aspect is how scope for action is perceived by managers in their profession, as well as their reasoning concerning their and other managers’ exchangeability. To examine this, we used semi structured interviews with four managers active in different lines of business. Our theoretical framework aimes to enlighten the relationship between organizational and individual. Our results and thereby the conclusion of the essay is that the management role is affected by a correlation between organization and individual. The organization gives the manager space to act/scope for action under the preresquisite that the organization’s goals and demands are achieved. These demands from the organization create a sense of duty in the manager, which results in them tempering their personal values to benefit the organization. The managers’ scope for action also makes it possible for them to put their own stamp on the profession, which in turn leads to them being harder to replace (as a manager). We have found that the personal attributes, in organizations where the manager has been given a lot of scope for action, then have greater significance in shaping the profession. Despite this we found that the organization affects the profession in a greater extent than the individual’s attributes, since the scope for action is given only if the organizations’ goals and demands are achieved.

In the novel, Kärlek i Europa, the main character Birgitta travels to Europe searching for a new approach to life: to her gender, her sexuality and her social class. The places she visits represent two different discourses: the Stockholmean discourse where life is strictly adjusted to gender and class and the European discourse where the frame of life is more open concerning gender, sexuality and social class. The purpose of this essay is to examine what kinds of scope for action the two discourses enables Birgitta in terms of gender, sexuality and social class. By employing a discourse theoretical method combined with intersectional theory focusing on the power axis of gender, sexuality and social class, I hope to reach my goal of investigating what the discourses enables Birgitta. My results show that, in some respects, the ideals for a woman within the European discourse are less strict than the ones within the Stockholmean discourses. My results also show that while Birgitta leaves the Stockholmean discourse regarding her gender and sexuality, she never fully leaves in terms of her social class. Her habitus is so fully developed that it enables her to float between the classes while travelling Europe.

Studiens syfte var att få utökad kunskap om hur socialrådgivarna som arbetar på Ungbo i Halmstad upplever sina förutsättningar att tillmötesgå behoven hos de ungdomar som får bistånd från verksamheten samt hur de tolkar sitt uppdrag. Ungbo är ett boendestöd för ungdomar/Unga vuxna som är i behov av boende och stöd i varierad utsträckning. Studien är kvalitativ och insamling av data har skett genom intervjuer av de socialrådgivare som arbetar på Ungbo i Halmstad.   Slutsatsen av studien är att socialrådgivarna har samma syn gällande verksamhetens mål men när det gäller tillvägagångssätt emot det gemensamma målet skiljer sig uppfattningarna åt. Socialrådgivarnas uppfattningar om deras förutsättningar att tillmötesgå ungdomarnas behov är varierande även om majoriteten påtalar bristen av en arbetsmodell eller tydligare direktiv att arbeta efter vilket tyder på att de upplever sitt handlingsutrymme som för stort. Gränserna är otydliga men trots detta upplever de friheten i sin yrkesutövning som positiv. Det handlingsutrymme som finns att tillgå räcker inte till för att täcka ungdomarnas behov eftersom verksamheten inte ligger i linje med samhällsutvecklingen och att konceptet Ungbo bör ses över för att kunna möta ungdomarnas behov i dagens samhälle. / The purpose of this study was to gain increased knowledge about how social advisers who work for Ungbo in Halmstad perceive their capabilities to meet the needs of young people receiving assistance from the business and how they interpret their mission. Ungbo is a housing support for young people / young adults who are in need of accommodation and support to varying degrees. The study is qualitative and data collection has been done through interviews of the social advisor who works for Ungbo in Halmstad.The study shows that social advisers have similar views regarding the goals but in terms of approach to the common target different views about. The social adviser’s perceptions of their ability to meet the needs of young people are varied although the majority highlights the lack of a working model or explicit directive to work after indicating that they feel their freedom of action as excessive. The boundaries are blurred, but nevertheless feel the freedom in their work as positive. All of Social Advisers also complain that business is not in line with social development and the concept of Ungbo should be reviewed to catch up with society

In Swedish schools, students have a statutory right to support if the need arises. According to The Education Act, the workflow with support measures can briefly be described as: if needs are noticed, then support measures in the form of additional adjustments must be made. If the additional adjustments are insufficient, the investigation of the needs for special support must be initiated, which may result in the establishment of an action program, that regularly must be followed up and evaluated. Between an external and an internal boundary that is between the Education Act and the school culture a so called Scope for Action (frirum) can be found, according to Berg (2003). Schools’ actor-preparedness (aktörsberedskap), that is prerequisites, affect how the Education Act according to the workflow with support measures is interpreted and put into practice. The purpose of this study is therefore to identify and examine the Scope for Action when it comes to workflow regarding support measures. To do this the perspectives of SENCOs (Special Educational Needs Coordinator) in Upper Secondary Schools will be collected through interviews. Berg’s (2003) Scope for Action Model (frirumsmodell) will be applied and used as a tool for interpretation and explanation of these interviews. Additionally, in the search for and interpretation of ‘frirummet’ Wall’s (2018) study of the Education Act from an administrative law perspective is used. The inquiries are therefore what the workflow in terms of support measures looks like from a special educator’s perspective, what characteristics and consequences of ‘frirummet’ that can be identified and what characterizes the actor-preparedness. The results point to a number of ways of utilizing the scope for Action, for example when it comes to acknowledge and identify needs, define and use of concepts, documentation practice and workflow according to support measures. In the structures and routines described by the SENCOs, expressions of Berg's (2003) actor-preparedness can be discerned to varying degrees. At the same time as the SENCOs' descriptions in many ways point to an aspiration for interprofessional collaboration and collective autonomy, there are also clear traces of specialization and individual autonomy. The question is whether the variation is due to possible ambiguity with associated interpretive space in the Education Act or to the schools actor-preparedness where resources could be a part. The results however show that how The Education Act is set to practice varies not only depending on how detailed the law is but also depending on local interpretations, conditions and decisions. The question of legal certainty therefore arises.

In the last decades there has been a growing interest in studying processes in improvement work. A particular interest has been the improvement process that the organisation undergoes and why events evolve in the way they do. By better understanding improvement processes and identifying supporting and hindering forces, the possibilities successfully to plan and implement improvement work in a systematic way increases. The focus of this thesis is organisation processes in schools and the relations that hold between planned and emergent improvement, when using a research-based strategy. The aim of the study is to describe and understand how processes are initiated, developed and completed when using a strategy called ‘Scope for Action Model’(frirumsstrategin). The empirical material of the study was organised and analysed according to Van de Ven’s and Poole’s four ideal types for process studies. Within each type, motors have been identified, which contain generative mechanisms that are a key to how actions, events and activities emerge and are driven forward. The results of the study show that the emergent initiatives are more frequent than the planned ones and that they are more likely to generate an improvement – in the study defined as something new in the organisation. However, on several occasions the planned improvement work inspires emergent initiatives for improvement and in some cases seems to be a fundamental condition for their existence. The different motors, which in the analysis are seen as driving forces, support or challenge each other, making the process develop and produce a result. The study shows that the participants reshape the strategy to make it fit into the organisation of the school. The results also show that teachers and principals have to be well-informed of how to work with a strategy in a practical and constructive way. They have to be able to translate crucial moments in the strategy to stimulate the participants to creative actions. The strategy for school improvement is not shown to be a solution which itself can create improvement, but in combination with the participant’s creative goal settings it can be a contributory factor. / Denna avhandling riktar intresset mot skolförbättring och de processer som uppstår när en planerad förändring genomförs på skolor med stöd av en forskningsbaserad strategi. Syftet med avhandlingen är att beskriva och förstå hur dessa processer - i arbetet med frirumsstrategin - initieras, fortlöper och avslutas. Studien visar att det finns relationer mellan planerade och framväxande processer. De framväxande processerna är mest frekventa och har sin grund i deltagarnas egna målformuleringar. De förmår skapa utveckling i skolverksamheterna, något de planerade processerna inte lyckas med. Det planerade förbättringsarbetet tycks bidra genom att vara en inspirationskälla eller i vissa fall en förutsättning för de framväxande initiativ som tas av deltagare från olika delar av organisationen. Studien pekar på att en strategi kan vara igångsättare av förbättringsarbete och utgöra en grund för skolor att utgå från. Av resultatet framgår att det är viktigt att rektorer och lärare har goda kunskaper om förbättringsarbetets processer för att kunna använda strategin på ett konstruktivt sätt. Genom att ha insikt i vilka mekanismer som påverkar processer kan ett förbättringsarbete ledas medvetet samt tillåtas innehålla både de konflikter och den samstämmighet som kan bidra till att utveckling sker.

Syftet är att bidra med kunskap om rektors styrning och ledning när hen organiserar samarbetet mellan fritidshemmet och grundskolan. Frågor som ställs fokuserar hur frirum nyttjas och hur korstryck hanteras.  Tidigare studier visar att rektors styrning och ledning, liksom undervisningens kvalitet, behöver utvecklas. Samarbete mellan fritidshemmets och grundskolans personal sker i låg grad och kopplingen mellan lärtillfällen är svag. Denna kvalitativa studie använde Frirumsteorin som teoretisk utgångspunkt och analysverktyg. Teorin utgår från konflikten mellan formella och informella styrnings- och ledningsmekanismer. Empiriskt material inhämtades via observationer och frågeformulär. Analysen gjordes utifrån kriterierna för kontinuumet uniprofessionell – multiprofessionell inom den professionella sfären samt kontinuumet differentierad – integrerad inom den byråkratiska/administrativa sfären. Resultatet visar att frirummet begränsades av yttre händelser och ett beroende av externt stöd. Ett ökat korstryck uppstod. Kulturen i skolornas ledningsgrupper beskrivs som integrerad och mestadels multiprofessionell. Avseende Coronapandemins påverkan syns inslag av uniprofessionalism. En slutsats är att en helhetssyn är mer framgångsrik för att rektorer ska lyckas organisera för samarbete och kompletterande undervisning. Vid förändringar, torde en integrerad skolkultur präglad av multiprofessionalism vara mest gynnsam. Studien uppmärksammar styrnings- och ledningsperspektivet; rektors roll för måluppfyllelsen i fritidshemmet, samt prövar en kartläggningsmetod med tillhörande begreppsapparat, vilka är teoretiskt och vetenskapligt förankrade i Frirumsteorin. / The purpose of this thesis is to add knowledge about the headteacher´s governance and management when organizing the collaboration between Leisure-time Centre and compulsory school. Questions asked focused on how Scope for Action and conflicting pressure is met by headteachers. Previous studies show that the headteacher's governance and management, as well as the quality of teaching, need improvement. Collaboration between staff in Leisure-time Centre and the school takes place to a low degree and the connection between learning opportunities is weak. This qualitative study used the Scope for Action Theory as a theoretical starting point and analysis tool. The theory is based on the conflict between formal and informal mechanisms of governance and management. Data was gathered from observations and questionnaires. Analysis was made on basis of the criteria for the continuum uniprofessional - multiprofessional within the Professional Sphere and the continuum differentiated - integrated within the Bureaucratic/administrative sphere. The result shows that Scope for Action was limited by external events and an increase of dependence on external support. Conflicting pressure increased. The culture in the management groups is described as integrated and mostly multiprofessional. Regarding the influence of the Corona pandemic, elements of uniprofessionalism are shown. One conclusion is that a holistic approach is more successful for headteachers to succeed in organizing for collaboration and complementary teaching. In the face of change, an integrated culture characterized by multi-professionalism is likely to be most favorable. The study draws attention to the governance and management perspective; the headteacher's role for attainment of goals in Leisure-time Center as well as testing a mapping method with a conceptual framework, which is theoretically and scientifically anchored in the Scope for Action Theory.

Syftet med studien var att undersöka hur skolkuratorer bedriver stödsamtal med elever som går i grundskolan upp till gymnasiet i Stockholm. Ett kvalitativt angreppssätt har använts i forskningen, genom semistrukturerade intervjuer med aktiva skolkuratorer. Tidigare forskning visar att skolkuratorerna har fria händer när det kommer till utformningen av stödsamtalen. Studien framför centrala metoder och teorier som är gemensamt för skolkuratorerna i sitt arbete. Det som framgår av studien är att skolkuratorerna har ett brett handlingsutrymme, vilket gör att ingen dag är den andra lik. Dessutom finns det ett tydligt mönster för hur skolkuratorerna väljer att arbeta med elever under stödsamtalet. Det vanligaste för skolkuratorerna i denna studie är hur de tillämpar olika typer av metoder såsom känslokort, KBT och skalfrågor som är anpassade utefter situation och elev. Studien visar också vad som anses viktigt för utformningen av stödsamtal. Det vanligaste för skolkuratorerna är att vara en god lyssnare, skapa en stark relation till eleven med strävan om att eleven får möjlighet att uttrycka sig. Slutligen presenteras de utmaningar som finns kring skolkuratorns arbetsroll. Mest betydelsefullt för skolkuratorerna är att hitta en sund balans mellan organisationens policy och viljan av att finnas tillgänglig för varje elev. / The purpose of the study has been to research how school counsellor’s run counselling sessions with students starting in elementary school up to high school in Stockholm. A qualitative approach has been applied in the research, through semi-structured interviews with active school counsellor’s. Previous research shows that school counsellors have a free hand when it comes to the design of the sessions. However, there are several common methods and approaches that are used. The study presents methods and theories that are universal to school counsellor’s in their work. What emerges from the study is that school counsellor’s have a wide scope of action, making everyday different. Furthermore, there is a clear pattern for how school counsellor’s choose to work with students during counselling. Most common for school counsellor’s of this studie is the way they are applaying different kinds of methods such as emotional cards, CBT and scale questions that’s adapt for each sitaution and student. The study also shows what is considered important for the sessions. Most common for the school counsellor’s is to be a good listener, creating an strong relationship to the student with an aim of making the student express themselfes. Lastly it presents the challenges that exist around the school counsellor's work role. Most significant is for the school counselers to find an healthy balance between the organisations policy and the desire to help each one of the students.

Experiences of bureaucracy in courts have been a bit controversial in previous research. There are contradictions about how bureaucratised the courts are in Sweden and what the consequences are. On the other hand, is bureaucracy claimed to run the risk of unethical proposals being made and the official to prevent it, but on the other hand that the courts are not bureaucratic but rather superfluous. Another study is for bureaucracy where it is considered that unclear regulations makes the work difficult. The study is intended to investigate further what it looks like in the district Court of Sweden, in order to provide a perspective on how the officials themselves experience it, in order to increase the understanding of what the organizational form should be. Since there are contradictions, it is interesting to investigate it.