An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

The purpose of this study has been to investigate how female Swedish Finns reflect upon their socialization and their social identity in the Swedish society. The main theoretical framework for this study originates from sociologists such as Goffman and Tajfel. Goffman describes social interaction in terms of theatrical performance and deviant role with the concept of stigma. Tajfel explains how social identity can be understood as the part of the individual's self-concept, which derives from their knowledge and pride of their membership of a social group. A web survey (n=78) and semi-structured interviews (n=7) were conducted with female Swedish Finns, who were born in the 1970’s. They were asked to reflect upon their socialization in the Swedish society, the term Swedish Finns and their current social identity. I found out that the women of this study felt their social identity as being mostly Finns. They showed pride of their origin and of being bilingual. The Finnish language keeps them tied to Finnish traditions, family and friends, which inhibits the socialization to the Swedish society. As time goes by these women gradually move away from other Finns to socializing more with the Swedes. The stories of the seven Swedish Finns implicate that normification takes place and the stigmatized Finn strives to appear as an ordinary Swede in social situations. However, these women recognize themselves mostly as Finns at heart, but also as Swedes depending on the social context. They can best be described as different kind of Swedish women.

Thesis (M. A. (English Studies)) -- University of Limpopo / The primary aim of this study is to examine gender stereotypes and their profound impact on the socialisation of females and males. Further, it analyses the extent to which these stereotypes inform the relations and interactions between males and females and their general deportment. Nervous Conditions (1988) by Tsitsi Dangarembga and The Joys of Motherhood (1994) by Buchi Emecheta are the selected primary fictional texts to be textually examined and analysed. The study focuses on women oppression, discrimination, misogyny, sexism, marginalisation and subjugation that flow from gender socialisation. Furthermore, gender socialisation cultivates in the male a macho sense of self-importance, privilege, entitlement, invincibility and substantive power. Lastly, the study seeks to contribute to the body of knowledge about the topical debate on women emancipation and gender equity transforming patriarchal societies.

A qualitative study on school counsellors´ perspectives on relationship-based social work in a school context. The purpose of the study is to provide insight into the school counsellors thoughts about relationship-based social work with children and youths. Furthermore, the purpose is to shed light on the social workers thoughts on the power relationship between children and adults and its importance for their social work in a school context. The study is based on four school counsellors, and their perspective on their practical work with children and youths was used to answer the purpose of this study. The results of the study show how the school counsellors are suggesting that relationships are a fundamental component of a functioning social work. The results also show that the school counsellors try to compensate for the inequalities that exist between children and adults. The school counsellors have several strategies to empower the children and youths they meet. The results also show how the school counsellors experience their work as very complex as they see school as a compulsory, normative and non-democratic organisation which they dissociate themselves from.

Cette étude doctorale narrative prend appui sur la théorie bioécologique du développement humain (Bronfenbrenner, 1977, 1994; Drapeau, 2008) afin d’examiner les interrelations entre 1) le contexte ethnolinguistique, culturel, juridique, déontologique et militant dans lequel apprennent et se développent les élèves scolarisés et socialisés sous la tutelle du système scolaire franco-ontarien (macrosystème), 2) les interactions préscolaires, parascolaires et scolaires d’anciennes écolières ayant éprouvé du harcèlement par les pairs en vertu de l’expression de genre ou de l’orientation sexuelle au sein d’établissements éducationnels de langue française en Ontario (micro et mésosystèmes) et 3) la construction identitaire de ces dernières (ontosystème). À la lumière des attitudes et des comportements d’intériorisation et d’extériorisation rapportés, le récit collectif composé suggère que les sentiments d’estime de soi, de confiance et soi et d’appartenance des participantes auraient été considérablement affaiblis sous l’effet de la persécution dont elles auraient fait l’objet. La relation qu’elles entretiennent avec leur corps, les autres, le catéchisme catholique et la normativité aurait aussi été altérée. Par-delà la stigmatisation et le harcèlement infligés à l’école, les informatrices ont implicitement ou explicitement attribué ces retombées à leur socialisation sexuelle et de genre, voire à la cohérence des habitus véhiculés relativement à l’homoérotisme et à la féminité sous les auspices du catéchisme catholique, des médias et de leur entourage respectif. Se situant à la jonction entre les prismes de l’éducation et du travail social, cette thèse multidisciplinaire vise, en définitive, à conscientiser, à sensibiliser et à responsabiliser les autorités scolaires, communautaires et universitaires ayant le pouvoir d’intervenir en faveur du mieux-être des élèves-victimes et des adultes-survivantes de harcèlement dans les écoles franco-ontariennes. À l’égal des recommandations émises, les résultats y sont présentés et analysés de sorte à interroger les préjugés et à interpeller l’humanité de ces actrices et ces acteurs dans le but d’influer sur leurs pratiques professionnelles et, par extension, de contribuer aux changements idéologiques et systémiques nécessaires en vue de réduire l’occurrence et l’incidence des injustices sociales perpétuées entre élèves au sein des institutions éducationnelles de l’Ontario français.

Magister Educationis - MEd / Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.

La socialisation organisationnelle est un long processus à travers lequel les nouveaux venus apprennent tout ce qui concerne la nouvelle organisation dont ils deviendront membres. Les thèmes abordés concernaient : le nouveau travail, l’expérience de la socialisation et les éléments de motivation. Cette étude introduit la satisfaction du besoin psychologique comme résultat proximal de la socialisation organisationnelle, comme suggéré dans l’étude 1. Le soutien social organisationnel, c’est-à-dire le rôle des agents de socialisation, a été ajouté aux tactiques organisationnelles de socialisation comme variable indépendante. Afin de renforcer les résultats et pour prendre en compte les effets externes, deux variables modératrices (le capital psychologique et la proactivité du nouveau venu) ont été introduites. Une relation positive a été trouvée entre les tactiques organisationnelles de socialisation et la satisfaction des besoins psychologiques, ce qui fait de cette dernière un résultat proximal de la socialisation. La performance au travail et l’implication affective sont positivement influencées par les tactiques organisationnelles de socialisation et le soutien social des agents de socialisation. Il a été établi que capital psychologique des nouveaux venus renforce les relations entre les tactiques organisationnelles de socialisation, le soutien social des agents de socialisation (variables indépendantes) et la satisfaction des besoins psychologiques ; également, la proactivité des nouveaux venus renforce les relations entre la satisfaction des besoins psychologiques et les variables dépendantes à savoir la performance au travail et l’implication affective. / Organizational socialization is a dynamic process by which newcomers learn and adjust to attitudes and behaviors needed to assume their new organizational roles. Nowadays managing newcomers becomes a challenge for organizations as they demand more from their organization, and push organizations to invest time and resources for their adjustment. The present study introduces psychological needs satisfaction in the scope of organizational socialization research. 34 newcomers were interviewed about their new job, socialization experience and required motivational elements by using the critical incident technique. The results showed that newcomers’ psychological needs fulfillment was helping the success of the organizational socialization process. Subsequently, a quantitative study was conducted to test the theoretical model. A positive relationship was found between organizational socialization tactics and psychological need satisfaction proving it as a proximal outcome of socialization. Distal outcomes i.e. job performance and affective commitment were also positively influenced by organizational socialization tactics and organizational social support from socialization agents. Further, it was found that newcomers’ psychological capital (moderating variable at T1) strengthened the relationship between socialization resources (i.e. organizational socialization tactics and organizational social support) and newcomer’s psychological needs satisfaction; and that newcomers’ proactivity (moderating variable at T2) strengthened the relationship between psychological needs satisfaction and job outcomes, i.e. performance and affective commitment.

À la croisée de la sociologie de l’enseignement supérieur, de la sociologie des professions et de la socialisation, cette thèse a pour objectif d’interroger la sociogenèse du corps professionnel des assistantes de service social (ou, plus communément, des assistantes sociales) au prisme de sa formation et selon une approche comparative. Formations initiales, continues, professionnelles ou universitaires, ces curricula sont, dans les deux pays, structurées autour de la tension entre forme scolaire et apprentissage professionnel. Cette recherche sur la fabrique des assistances sociales explore cette tension à partir d’une sociologie des étudiantes et des institutions qui les (con)forment. Le dispositif d’enquête combine méthodes qualitatives et quantitatives : entretiens, questionnaires et observations ethnographiques au sein de quatre instituts de formation. Dans la perspective d’une sociologie comparée d’espaces disciplinaires et par suivi longitudinal des étudiantes, de l’entrée à la sortie des formations, on a essayé d’éclairer les mécanismes de socialisation en service social. Dans une première partie, par une socio-histoire des deux espaces nationaux de formation en service social, il s’est agi de s’intéresser à la genèse de ces curricula. En France, cette formation se construit à l’écart de l’enseignement supérieur (à l’exception de certains parcours en IUT), alors qu’en Italie, après être longtemps demeurée à l’extérieur du champ universitaire, elle y a été intégrée au cours des années 1990 et 2000. Explorer les luttes et les échecs dans l’institutionnalisation de cette formation, permet de dessiner des parallèles entre l’universitarisation de cette filière et l’injonction à la professionnalisation dans l’espace de l’enseignement supérieur. Dans une deuxième partie, on a porté notre attention sur les aspirations et les orientations dans le service social. En resituant d’abord chaque choix scolaire dans la hiérarchie des filières du supérieur national, on a identifié trois types d’orientation étudiante dans les deux contextes nationaux en fonction des parcours scolaires, des appartenances de classe et des discours mis en avant par les étudiantes enquêtées. D’une typologie statistique aux récits de vie, on a montré les conditions sociales, individuelles et collectives des raisons d’agir et des parcours socio-scolaires des étudiantes qui s’orientent vers ces formations. À l’aide d’une analyse comparée et transversale de dix trajectoires, on a pu repérer pour certaines une continuité socio-scolaire, pour d’autres un réajustement professionnel ou encore une réorientation sociale. La troisième partie s’intéresse aux mécanismes de sélection, à l’entrée et tout au long du cursus, aux contenus et aux savoirs transmis au sein des quatre centres de formation des deux pays. La sélection, axée selon les structures sur une distance, partielle ou revendiquée, avec les connaissances scolaires, permet de cibler des étudiantes aux profils spécifiques, relevant d’origines et d’expériences sociales distinctives. Tandis que les instituts identifiés comme relevant du pôle scolaire visent davantage des étudiantes d’origines populaires, plus conformes à l’institution scolaire, les instituts du pôle professionnel ciblent les dispositions interactionnelles et une adaptabilité aux conditions professionnelles qui concernent davantage des élèves plus dotées en capitaux. Au final, les instituts de formation participent à un tri progressif des populations, toutes les étudiantes n’arrivant pas jusqu’au diplôme. Entre docilité sociale et adaptabilité au marché de l’emploi, l’apprentissage progressif du métier d’assistante sociale passe par des ajustements, des résistances et des réappropriations d’un ethos singulier, au sein d’un espace professionnel en constante redéfinition. / The goal of this dissertation is to question the social origins of social service assistants (or social workers) in France and Italy. Based on a cross-national comparative design focusing on social workers’ training trajectories, this research combines approaches from the sociology of higher education, sociology of professions and theories of socialization. While social workers’ curricula in the two countries vary across forms of “pre-service”, “in-service”, vocational as well as university training, they generally stem from the tension existing between academic and professional educational systems. This study addresses this tension, focusing on the interplay between students’ social background and the logics of education in social assistance. The research design combines qualitative and quantitative methods, including face-to-face interviews, questionnaires and ethnographic observation at four educational institutions. By comparing the configuration of the disciplinary field in the two countries, and by following students longitudinally from entry to graduation, hence, this study aims to shed light on the process of socialization in social work education.The first section offers a social history of training in social service, investigating the background of the different types of curricula in the two national contexts. While social work training in France generally takes place outside of the high education system, in Italy it was ultimately integrated in the university field throughout the 1990s and 2000s. Exploring the more or less successful process of institutionalization of this specific form of training, allows elaborating on the academization of the social service sector in light of the progressive professionalization of higher education. The second section focuses on aspirations and orientations among social service students. By classifying students’ choices hierarchically in the two national higher education sectors, we identify three main types of orientation, which have to do with a student’s educational trajectory, their class membership, as well as her preferred justification.Based on a statistical typology of students’ life stories, we illustrate the social and academic background, as well as the individual and collective conditions, in which students embarking in this type of education are embedded. The comparative, cross-sectional analysis of ten individual trajectories, in fact, shows that while some students display socio-academic continuity, others experience professional readjustment or even social reorientation.The third section addresses selection mechanisms at entry and throughout the educative path in the two countries, while also focusing on the content and skills within the curricula of the four training institutes under study. It shows that, albeit often claiming otherwise, institutes do not select students based on their school background (previous school experience), but rather target candidates with specific profiles stemming from distinctive social origins and experiences. While institutes belonging to the school cluster target primarily students of working class background in line with the tradition of school institutions, those of the professional cluster target specific interactional predispositions as well as adaptability to professional conditions, which are more frequent among students that are better off in terms of cultural capital. Furthermore, all institutes put forth a progressive selection, as not all of the students ultimately get a diploma. Learning social work takes place at the crossroads between social docility and adaptability to the job market, which implies adjustments, resistances and re-appropriations of the singular ethos of a professional space in constant redefinition.

Au courant des dernières années, les chercheurs s’intéressant aux guerres civiles ont proposé une multitude de théories pour expliquer pourquoi les groupes rebelles en viennent parfois à cibler les populations civiles. Malgré cette abondance théorique, notre compréhension des processus et des mécanismes menant les combattants de rang inférieur à participer à cette violence demeure, étonnamment, très limitée. Cette carence est en partie due au fait que les travaux existants reposent souvent sur des postulats implicites – et parfois infondés – à propos des combattants se situant au bas de la hiérarchie militaire et qui sont ceux qui mettent en œuvre la violence envers les civils sur le terrain. Ainsi, certaines questions importantes sur les micro-déterminants de la violence au sein des groupes rebelles demeurent, à ce jour, sous-étudiées dans la littérature sur les guerres civiles. Cette thèse pose donc la question suivante : comment les combattants rebelles en viennent-ils à tuer des civils non-armés durant les conflits intra-étatiques? Mobilisant des méthodes mixtes (i.e. analyses statistiques et études de cas) et explorant une variété de cas empiriques, cette thèse puise dans la sociologie et la psychologie pour soutenir que la participation des combattants rebelles à la violence envers les civils peut être comprise comme étant le fruit d’un processus de socialisation. Spécifiquement, la thèse conceptualise cette participation comme découlant des puissants besoins, sanctions, contraintes, influences et incitatifs sociaux auxquels les combattants font face – et qui deviennent souvent prépondérants – durant les guerres civiles. Au fil du temps, ces forces sociales façonnent les dispositions attitudinales et les tendances comportementales des combattants, motivant chez ceux-ci la recherche d’un alignement par rapport aux normes et aux attentes de leurs dirigeants et de leurs pairs. Bien que les trois articles qui forment cette thèse abordent des sujets distincts, ils sont tous informés et unis par ce cadre théorique. Le premier article de la thèse synthétise les théories existantes sur la socialisation des combattants et les incorporent dans un modèle intégré, qui distingue cinq trajectoires pouvant mener ceux-ci à la violence. Ce faisant, l’article spécifie les principaux mécanismes socio- psychologiques au travers desquels les dynamiques de socialisation peuvent encourager la participation à cette violence. Sur cette base, l’article illustre la valeur ajoutée de ce modèle en explorant les trajectoires vers la violence des combattants rebelles durant la guerre civile au Sierra Leone. Le deuxième article explore la manière dont le contexte opérationnel au sein duquel les combattants évoluent peut façonner la nature des influences de socialisation auxquelles ils sont exposés. S’intéressant aux variations entre et au sein des groupes rebelles utilisant des tactiques de guérilla, l’article soutient que le degré « d’intégration opérationnelle » (operational embeddedness) de ces groupes au sein des populations locales influence de manière importante le type de relations que les combattants développent avec les civils. Entamant un dialogue entre les littératures sur la gouvernance rebelle et la socialisation des combattants, cet article mobilise des tests statistiques et une étude de cas qualitative (l’insurrection des Talibans en Afghanistan), mettant en lumière la manière dont l’environnement opérationnel d’un groupe affecte l’essence des dynamiques de socialisation et, par conséquent, le répertoire d’actions des combattants. Le troisième article examine comment les caractéristiques organisationnelles des « new new insurgencies » (NNIs) – tel que définies par Walter – affectent la propension de ces groupes djihadistes transnationaux à cibler les populations civiles. L’article soutient que l’idéologie de plus en plus fratricide des NNIs, le fait que leurs dirigeants ancrent leur autorité dans des sources divines et la présence de combattants étrangers radicalisés au sein de ces groupes créent de puissantes dynamiques de socialisation, qui tendront à motiver une participation accrue à la violence envers les civils. Mobilisant également des analyses quantitatives et une étude de cas qualitative (l’insurrection d’al-Shabaab en Somalie), cet article démontre que les NNIs sont associées à des taux de violence particulièrement élevés par rapport à la fois aux autres types de groupes rebelles, mais aussi aux groupes islamistes antérieurs et non-transnationaux. L’article souligne ainsi l’importance de prendre en considération l’idéologie, l’autorité et les processus de mobilisation transnationaux pour mieux comprendre le comportement rebelle. Ainsi, les trois articles brossent un portrait théorique systématique des processus et des mécanismes au travers desquels les combattants rebelles en viennent à tuer les civils durant les conflits intra-étatiques, plaçant ainsi cette littérature sur une base conceptuelle plus solide. Ce faisant, la thèse met en lumière la considérable diversité des trajectoires, l’inhérente complexité des processus menant à la violence et la fondamentale humanité des combattants rebelles. / Although the civil war literature is replete with theories purporting to explain why rebel groups wield violence against civilians, we still have a surprisingly limited understanding of the processes and mechanisms driving low-ranking combatants to participate in civilian targeting. As I argue in this thesis, this is in part because much of existing research on rebel behavior relies on implicit, unstated, or even unfounded assumptions about the flesh-and-blood individuals who carry out such violence on the ground. Accordingly, a number of fundamental questions about the perpetrators of wartime violence and the micro-level drivers of their behaviors have remained largely under-addressed in the scholarship on civil war violence. This thesis thus asks the following question: how do low-ranking rebel combatants come to kill unarmed civilians during intrastate conflicts? Leveraging mixed methods that combine statistical analyses with case studies and exploring a variety of empirical cases, the thesis draws from the conceptual repertoire of sociology and psychology and contends that violence perpetration can best be understood as a socialization process. Specifically, I conceptualize participation in violence against civilians as deriving from the potent social influences, needs, incentives, sanctions, and constraints that rebel combatants experience – and which often become overriding – in the midst of civil wars. In turn, these powerful social forces progressively shape combatants’ attitudinal dispositions and behavioral tendencies, creating strong pressures for them to seek alignment with the violent norms and expectations of their leaders and peers. While the three articles that form this thesis tackle different topics, they are informed and united by this overarching theoretical approach. In the first article, I synthesize existing theories of combatant socialization and combined them into an integrated framework, which charts five key pathways toward civilian targeting. The article also specifies the main underlying socio-psychological mechanisms through which socializing influences motivate participation in such violence. It then illustrates how these pathways map onto the actual experiences of civil war combatants by examining the drivers of individual participation in violence during the Sierra Leone Civil War. In the second chapter, I explore how the environment in which rebel combatants operate can affect their repertoire of action by shaping the nature of the socializing influences to which they are exposed. Focusing on variations across and within rebel groups waging guerrilla warfare, this article argues that the extent of a group’s operational embeddedness – that is, the degree to which its operational bases are physically integrated within civilian communities – can considerably affect the type of relations that combatants come to nurture with civilians. Bridging the rebel governance and combatant socialization literatures, the article mobilizes cross-national statistical analyses and case study evidence from the Taliban’s insurgency in Afghanistan and finds strong empirical support for these arguments, highlighting the importance of the operational context in shaping socialization dynamics and, consequently, rebel behavior. In the third chapter, I examine whether the organizational characteristics of “new new insurgencies” (NNIs) – as defined by Walter – affect the extent to which these transnational jihadist rebel groups target civilian populations. Specifically, this article argues that the increasingly fratricidal ideology of NNIs, the fact that their leaders anchor their authority claims in divine sources, and the presence of radicalized foreign fighters in their membership base create potent socialization dynamics that are likely to steer combatants toward violence. Using cross-national statistical tests and qualitative evidence from al-Shabaab’s insurgency in Somalia, the article highlights that this new – and increasingly prevalent – breed of insurgents indeed tends to impose a particularly heavy toll on civilian populations, relative to both other types of rebel groups as well as earlier and non-transnational Islamist groups. The article thus emphasizes the need to account for ideology, authority, and membership when studying the determinants of rebel behavior. Together, these three articles thus offer a systematic theoretical account of the processes and mechanisms through which low-ranking rebel combatants come to kill civilians during civil wars, placing debates over the determinants of rebel behavior on a more solid conceptual footing. As a whole, therefore, this thesis advances our understanding of civil war violence by casting the focus on low-ranking combatants and by calling attention to the fundamental diversity of their trajectories, to the inherent complexity of the perpetration process, and to the basic humanity of perpetrators of political violence.

Hur populära rollspel är har ökat kraftigt under en tid då digitaliseringen av rollspel är mycket vanligare än någonsin tidigare. Fler spelare upplever rollspel på ett sätt de inte var originellt utvecklade för. Detta digitala medium kan påverka deras upplevelse av rollspel kraftigt, och i sin tur ändra hur spelare upplever de sociala aspekterna av rollspel. Studiens mål är att undersöka vad för sorts påverkan digitalisering har på den sociala upplevelsen av att spela rollspel, på grund av att mer spelare påverkas av digitalisering än någonsin tidigare, vilket i sin tur påverkas av den generellt ökande populariteten av rollspel. Akademisk litteratur när det gäller spelupplevelser inom detta område är också väldigt få, så studien siktar på att motverka detta också. Frågeställningen som utvecklades från studiens problem var “Vad är deltagarnas erfarenheter och upplevelser av de sociala aspekterna av digitala rollspel?”. En kvalitativ fallstudie genomfördes med en litteraturundersökning angående generella tankar kring digitalisering och att spela online, tagna från onlineforum Detta följdes av semistrukturerade intervjuer med tio rollspelare, som sedan analyserades via en tematisk analys. Det första steget för att besvara frågeställningen var att ta reda på mer information kring vilka delar av onlinespel som ansågs vara mer viktiga av spelarna, vilket i sin tur innebär att intervjun kan bli bättre strukturerad för att samla in mer relevant information. Detta gjordes genom litteraturundersökningen. Genomföringen av intervjun var det andra steget, vilket siktade på att samla så mycket information som möjligt angående spelarnas tankar, känslor, upplevelser och liknande när det kom till digital rollspelning. Det tredje steget var att genomföra de tematiska analyserna på anteckningar om intervjuerna, och tre teman skapades: Det Praktiska med att Spela Online, Rollspelning och Spelvärlden. De följande slutsatserna kunde dras från studien: Digital rollspelning har mycket att ge när det kommer till tillgänglighet, då spelare fann det mycket enklare att komma in i spelet, förbereda sessioner samt att organisera tider för när man faktiskt spelar tillsammans när en session kördes online. Trots detta sa spelare även att själva spelupplevelsen, speciellt när det kom till socialisering eller inlevelse, försämrades online jämfört med att spela på plats. Baserat på dessa slutsatser, så kan det sägas att digitaliseringen av rollspel har mycket att ge när det kommer till social tillgänglighet, men generellt försämrar den sociala upplevelsen jämfört med att spela på plats. En generell positiv eller negativ slutsats kan ej dras från detta, då det är upp till vad spelarna värderar mer inom sina rollspelsupplevelser som bestämmer vare sig digitalisering är en bra eller dålig sak för rollspel. / The popularity of roleplaying games has dramatically increased during a time when digitalisation of the medium is more common than ever before. More and more players are experiencing roleplaying games in a way that they were not originally designed for. This digital medium could affect their experience of the game significantly, and impact how players experience the social aspects of roleplaying games. This study aims to research what form of impact digitalisation has on the social experience of roleplaying games, due to more and more players being affected by digitalisation than ever before, thanks to the overall growing popularity of the hobby. Academic literature on experiences of play within this field is also sparse, so the study aims to expand that as well. The research question developed from this study’s problem was “What were the participant's experiences of the social aspects of digital roleplaying games”. A qualitative case study was conducted through a literature overview regarding general thoughts about digitalisation and online play, taken from online forum posts. This was followed by a semistructured interview with 10 Tabletop Roleplaying-Game (TTRPG) players, which was later analysed via thematic analysis. The first step to answer the research question was to find out more information about what aspects regarding online play people regarded to be more important and significant, in order to better structure the interview to obtain more relevant information. This was done via the literature overview. Conducting an interview was the second step, which aimed to collect as much information about the players' thoughts, feelings, and experiences surrounding digital roleplaying. The third and final step was conducting a thematic analysis of the interview notes, in which three main themes were created: The Convenience of Playing Online, The Role-Playing experience, and the Game World. The following conclusions were drawn from the study: Digital roleplaying has a lot to offer when it comes to accessibility and organisation, as players found it drastically easier to get into the game, prepare sessions, as well as organise times for when to play together when conducting a session online. However, players also stated that the actual experience of play, especially when it came to socialising and immersing themselves, was much worse when playing digitally compared to in person. Based on these conclusions, it can be stated that the digitalisation of roleplaying games has a lot to offer when it comes to social accessibility, but it does dampen the overall social experience compared to an in-person play session. Overall, generally positive or negative conclusions can’t be drawn, and it is up to what players value more in their roleplaying experiences that determine whether digitised play is a good or a bad thing.