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The National Writing Project (NWP) conducts four and five-week professional development summer workshops that K-16 expert teachers consistently praise as transformative. The central question posed in this dissertation focuses on whether the NWP workshop, based on a teachers-teaching-teachers design, could also serve as an effective professional development vehicle for transforming and preparing graduate student instructors (GSIs) to teach first-year composition. This question arises out of the need for knowledge-building graduate student preparation programs that keep pace with the increased demands of the first-year composition course and of the first-year composition students. Methods used to explore the feasibility of the NWP to prepare GSIs involve an analytic autoethnography and two survey research instruments. In the autoethnography, the researcher views the various processes experienced throughout the NWP workshop through the twin lenses of Transformation Learning (TL) theory and constructivist learning pedagogy. In the survey research, the researcher investigates the GSI participants' and local site directors' perceptions concerning the value and benefits of the NWP workshop to prepare GSIs for teaching writing. The researcher's analytic autoethnography reveals the transformative effects of the NWP experience on the teacher-frames of the researcher and of those peers attending the same NWP institute, while the surveys of the GSI participants and the local site directors reveal similarly positive effects of NWP pedagogy for preparing GSI for teaching writing. Based on these findings, combined with foundational support from the NWP meta-analysis of student writing outcomes of NWP participating teachers generated by the Local Sites Research Initiatives (LSRI), along with the independent Inverness Associates' studies focusing on the perceptions of teachers involved in the NWP's New-Teacher Initiative (NTI), the researcher recommends a pilot project involving a NWP designed pre-semester workshop for graduate student instructors prior to teaching first-year composition.

Zambia has ratified vital international conventions that promote the rights of PWDs and domesticated some of them in various legislatures and policies. However, access to the built environment for PWDs does not seem to be improving. There is, therefore, a need to understand the challenges that the Zambian legal framework that regulates the design of the built environment faces in ensuring adequate access to the built environment for PWDs. This study explored Zambia's legal framework that regulates the designing of the built environment for sufficiency in ensuring adequate access to the built environment for PWD. The study is a qualitative descriptive case study of the said legal framework. The study reviewed Zambia’s architecture, equality and disability laws from 2012 to the present from a socio-legal perspective. They were then analysed by transformative equality principles for accessibility. It has been established that the legal framework in Zambia is not sufficient to ensure adequate access to the built environment for PWDs.

The firstly explicitly adopted Feminist Foreign Policy was developed in Sweden in 2014. Since then, seven countries have so far adopted a so-called Feminist Foreign Policy. Nevertheless, no common definition of Feminist Foreign Policy has been agreed upon, nor by the States neither by the scholars. Different States have therefore adopted Feminist Foreign policies with different understanding. Recently adopted Feminist Foreign policies in Europe, France (2018), Spain (2021) and Germany (2023) have been hardly analysed against feminist perspectives and Feminist International Relations theory. To contribute to fill in in this gap the research aims at responding to the following research question: What understanding of feminism and feminist International Relations theories underpin the different Feminist Foreign Policies? The findings demonstrate that FFPs are not a unified phenomenon, they are not grounded on a common understanding of feminism and feminist theories. These three Feminist Foreign policies differ in their gender transformative ambitions, understanding of gender equality, embracement of intersectionality or appetite for inclusion and listening to marginalized groups. Diverse perspectives of feminism and elements pertaining to Feminist International Relations theory have strongly influenced the Feminist Foreign policies of France, Spain and Germany in dissimilar ways.

The purpose of the study is to analyze the challenges of coaching leadership in practice, by examining middle managers’ perceptions of their leadership. The study analyzes the challenges based on Habermas’ (1995) communication theory, Krams’ (1983) theory of mentor relationships, but also Sobel and Holms’ (2019) description of coaching as leadership. Coaching as leadership results from the transformative leadership, specifically from the content "inspirational motivation" where the leader and the manager are in focus when it comes to being a good role model. The study is a qualitative survey based on semi-structured interviews where the respondents are managers closest to the employees, often referred to as supervisors. The respondents were selected on the basis of a goal-directed sample where these came to be relevant for the research questions that were developed and for the implementation of the study. Six interviews were conducted and then analyzed with a thematic analysis according to Braun and Clarke (2006). When transcribing all the interviews, both main and sub-themes emerged, which were then analyzed and discussed between both of us authors. The choice of analysis method was based on the transcriptions contribution to creating a clear structure and thus facilitating the analysis of the material. The results showed that coaching leadership as it is theoretically described did not always correspond with the respondents' perceptions of their leadership. During the interviews, it was discovered that much of the leadership in the various organizations was situational with challenges that mainly revolved around communication, time and contextual factors. / <p>Godkänt 2022-06-15.</p>

Denna studie syftar till att belysa medarbetarnas värderingar under organisationsförändringar och därigenom få förståelse för hur Generation Z skiljer sig från tidigare generationer. Syftet med denna studie är att undersöka och jämföra värderingar av ledarskap mellan Generation Z och tidigare generationer vid organisationsförändringar. Studien söker svar på vilka aspekter av ledarskap Generation Z och tidigare generationer värderar vid organisationsförändringar och om dessa värderingar skiljer sig mellan generationerna.   Undersökningen grundas på en kvantitativ tvärsnittsstudie där data samlats in genom enkäter. Enkäterna har skickats ut via sociala plattformar och har sammanlagt 137 respondenter som alla förvärvsarbetar fördelat på fyra generationer. Mätverktyget är en omarbetad form av “Developmental Leadership Questionnaire" (DQL) av Gerry Larsson. Datan har analyserats med hjälp av medelvärdesanalys, T-test och en envägs ANOVA (variansanalys) med tillhörande post-hoc-test.  Studiens resultat tyder på att det finns statistiskt signifikanta skillnader i vad generationerna värderar för ledarskap vid organisationsförändringar. Resultatet visar på en statistiskt signifikant skillnad där Generation Z generellt sett värderar de transaktionella ledarskapet aspekterna högre än övriga generationer. Resultatet visar att samtliga generationer motsätter sig aspekterna för icke-ledarskapet. Jämfört med tidigare generationerna visar resultatet att Generation Z har ett högre intresse av att vara delaktig vid organisationsförändringar, samtidigt som de värderar att känna ansvar för enhetens mål lägre jämfört med övriga generationerna.   Studien konstaterar att Generation Z skiljer sig från tidigare generationer i ett flertal aspekter men i större utsträckning gentemot Generation X än Millennials. Studiens resultat indikerar att det blir allt viktigare för arbetsgivare att anpassa sitt ledarskap, där generationernas unika drag kan vara en god utgångspunkt. / This study aims to shed light on employees' values during organizational changes and thereby gain an understanding of how Generation Z differs from previous generations. The purpose of this study is to investigate and compare leadership values between Generation Z and previous generations during organizational changes. The study seeks answers regarding which aspects of leadership Generation Z and previous generations value during organizational changes and whether these values differ between the generations. The research is based on a quantitative cross-sectional study where data was collected through surveys. The surveys were distributed via social platforms and a total of 137 respondents, all of whom are employed, participated, representing four generations. The measurement tool used is a modified version of Gerry Larsson's "Developmental Leadership Questionnaire" (DQL). The data was analyzed using mean analysis, t-tests, and one-way ANOVA (analysis of variance) with accompanying post-hoc tests. The results of the study indicate that there are statistically significant differences in what the generations value in leadership during organizational changes. The results show a statistically significant difference where Generation Z generally values transactional leadership aspects higher than the other generations. The results also indicate that all generations oppose the aspects of non-leadership. Compared to previous generations, the results show that Generation Z has a higher interest in being involved in organizational changes while valuing a sense of responsibility for unit goals lower compared to the other generations. The study concludes that Generation Z differs from previous generations in several aspects, but to a greater extent compared to Generation X than Millennials. The results of the study indicate that it is increasingly important for employers to adapt their leadership, where the unique characteristics of the generations can be a good starting point.

There are numerous video games that depict mental health conditions, and Hellblade: Senua'sSacrifice (Hellblade) stands out as a remarkable example. This thesis studies the impact thisgame has on players’ own perceived awareness regarding mental health conditions by viewingthe subject through the lens of Transformative Play. Furthermore, the following study can informgame designers and researchers about design choices made to represent mental health conditions.Qualitative data gathered through two sets of semi-structured interviews, was analyzed todetermine whether players’ perceived mental health awareness had changed as a result of playingHellblade, and what transformative experiences arose. The results from this study found theplayers’ perceived awareness of mental health conditions to have changed after playingHellblade. Seen within the context of Transformative Play, this was due to players’ abilities toimmerse themselves into the main protagonist, resulting in the fictional character’s experiencesand perspectives spilling over to the player.