Med anledning av dagens Covid-19 pandemi har svensk arbetsmarknad drabbats hårt vilket har resulterat i en ökad arbetslöshet bland ungdomar. Forskning visar att arbetslöshet har en negativ påverkan på både den enskilda individen och samhället i stort genom bland annat ökad risk för psykisk ohälsa, försummad kompetens och höga samhällskostnader. Detta påvisar vikten av att öka förståelsen och medvetenheten kring situationen som ungdomar som är arbetslösa befinner sig i. Syftet med studien var därför att beskriva och identifiera aspekter som skapar en meningsfull och kompetensutvecklande arbetslöshet utifrån arbetslösa ungdomars egen upplevelse. Studien har utgått från en teoretisk grund i hälsoteorin KASAM och den pedagogiska teorin transformativt lärande. En kvalitativ ansats har tillämpats i studien bestående av sex semistrukturerade intervjuer med arbetslösa ungdomar i åldersspannet 19–24 år. Den insamlade datan analyserades med hjälp av en kvalitativ innehållsanalys vilket medförde i tre huvudkategorier innehållande totalt sex underkategorier. Resultatet redogör för hälsofrämjande aspekter som skapar en trygg, hanterbar och motiverande arbetslöshet. Fortsättningsvis visade resultatet att kompetensutveckling sker både individuellt och kollektivt, vilket förutsätter dialog med andra och eget ansvar. Studiens resultat belyser också att samhället kan tillämpa mer individanpassade insatser för att främja välbefinnandet och lärandet under arbetslösheten. Slutsatsen för den här studien visar att ha individuella resurser tillsammans med stöd från samhällets instanser är viktiga för att främja kompetensutveckling och hälsa hos ungdomar som befinner sig i arbetslöshet. Slutligen kan det även vara väsentliga förutsättningar för att motverka den växande arbetslösheten och skapa en mer jämlik hälsa bland den svenska befolkningen.

This three-paper dissertation examines the curriculum for a Language and Cultural Exchange (LACE) course from three different perspectives through a lens of Transformative Learning (TL). The first paper, found in chapter 2, is a design case chronicling the design decisions that were made in the process of transforming a LACE course from a face-to-face learning environment to an online learning environment. The second paper considers how to measure TL and applies a rubric for TL to student work across an entire semester. The final paper dives deep into one particular activity, related to academic integrity, to evaluate if small interventions, intentionally designed, can lead to TL through attitudinal change. When considered together, all three papers point to the possibility of measuring TL, the effectiveness of small educational interventions that are easy to implement in a classroom, and several key questions instructional designers should address when they are designing for TL. <br>

Depuis la réforme économique de la Chine en 1979, des milliers de dirigeants chinois ont travaillé au sein de multinationales, ils ont été inspirés par une solide expérience managériale et une vision globale. Du fait des différences culturelles entre la Chine et l’Occident, la maîtrise du leadership pour les patrons chinois dans un contexte professionnel de plus en plus interculturel et mondialisé, s’impose plus que jamais. Notre recherche empirique nous a conduite à analyser des données issues de l’observation, d’interviews en profondeur, ainsi que d’une expérimentation  in situ, en immersion professionnelle, afin de répondre aux questions suivantes : Que signifie aux yeux de dirigeants chinois, la notion de «leadership global» ? A quelles difficultés, quels défis les dirigeants chinois sont-ils confrontés pour développer leurs capacités de leadership interculturel? Comment différents facteurs culturels influencent-ils le développement du leadership interculturel des dirigeants chinois ? Notre recherche nous a permis de comprendre comment le leadership interculturel peut être développé selon un modèle basé sur un cadre théorique interdisciplinaire. Nous avons pu proposer un prototype de développement du leadership en milieu interculturel qui doit permettre d’identifier le dirigeant doté d’un haut potentiel en matière de leadership interculturel et contribuer à optimiser ses talents en ce domaine. / Thousands of Chinese managers have been working in multinational firms since the economic reform of China in 1979; they all have been inspired by its sound management experience and global vision. In view of the distinct culture between China and Western countries, leadership development for Chinese managers in cross cultural working environment becomes very important.As the first action empirical research on this topic we analyzed data from observation, in-depth interviews and quasi-experimentation to answer the questions: “What is global leadership for Chinese manager?” “What are the difficulties and challenges for Chinese managers to develop their cross cultural leadership?” “How various cultural factors influence Chinese leaders’ cross-culture leadership development?” Research finding had figured out the mechanism of how leadership can be developed with a cross culture leadership development model based on interdisciplinary theoretical framework, a cross culture leadership development prototype have been proposed to identify high potential cultural intelligent leaders and help to develop them efficiently.

The aim of this study is to investigate the relationship between older women and contemporary dance in a choreographic project. I explore in what sense the participation in the project is of artistic value to these women and also what happens in the meeting between me as a researcher, the project itself and the women. The background of this study is a personal interest in age, body and dance as well as an ambition to change normative ideas about the dancer body through action. With a globally ageing population, I have an interest in highlighting an aging female body as a resource in the context of contemporary dance. The study is conducted on the basis of post-qualitative research and decolonizing methodology. The artistic practice is leading and is based on the experiences of the women who participate in the project. As a researcher, my participation in the practice is necessary. By articulating and visualizing the marginality of older women, dance discourses are deconstructed. With improvisation as a performative choreographic practice, transformative learning emerges among participants. The findings of the study show that older women are resourceful and have the capacity for change through dance. This can be achieved in interaction with others and can then be an artistic experience. The artistic and pedagogical values which are experienced by the women in relation to contemporary dance are self-determination, trust and a sense of community. Both individual and collective struggle emerge among me and the women as a force of action. I argue that age norms and bodily ideals in contemporary dance can be challenged by giving older women access to contemporary dance. By articulating and visualizing the experiences of a marginalized group, the meaning of the concepts of dance, body and age are deconstructed and new insights are created which challenge and broaden normative ideas about dance and the dancer body.

Humanity is facing problems on a scale never before encountered. This dissertation traces the roots of modern culture's destructive relationship to the planet with its habits of over-consumption and exceeding the limits of the planet's ecological systems. Educational institutions are embedded in and replicate an unsustainable culture. As educational leaders, we need to challenge a system that is morally and ecologically bankrupt while providing a path toward sustainability at the center of teaching and learning. Using a narrative scholarship approach and theoretical frameworks drawn from ecological thinking and place-based learning, this dissertation provides models for transforming secondary education. While critiquing the current model of high school, this dissertation argues that education for sustainability needs to be not only about curriculum change, but a change in the way we think about schooling, the buildings in which we educate, the food we provide and the relationships between schools and the communities in which they exist. It directly addresses social studies curriculum and offers a way of examining career pathways through the lens of education for sustainability.

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In recent years, there has been a shift in interest in travel, toward an increasing interest in sustainable travel and alternative forms of travel. As a result, there is also an interest in research studying these alternative travel concepts. Therefore, this qualitative study looks at experiences in ecovillages, focusing on volunteer workers. It examines the effects of the ecovillages that influence these volunteers to become environmental stewards. For this purpose, the concept of place attachment, as the connection to the place and the people within the ecovillage, is used. As well as the concept of transformative learning, i.e., the change of views and orientations of the participants of the learning program. To get a better overview of the context of the case study, the literature on voluntourism and voluntourism in the global north (due to the location of the case study), as well as on communities and eco-communities will be examined. The case study is an ecovillage in Ireland, located in Cloughjordan, the middle of Ireland. There, 11 in-depth interviews and observations were conducted, and the volunteers were interviewed about their experiences and their time in the ecovillage. The results of this study suggest three ways in which volunteers are influenced by their ecovillage experiences to become environmental stewards. On the one hand, this is the case due to the recognition of the importance of the developed soft skills. As this is learning for oneself and improving communication with other people. Furthermore, by learning with and from each other, the volunteers are led to take stewardship actions. Finally, it is also the community itself that manages to implement stewardship among the volunteers through the way of life and togetherness and the high value of environmental actions through place attachment.

2015 skrev FN:s medlemsländer under en övergripande vision om att nå en hållbar utveckling med delmålet att lösa klimatkrisen. IPCC (SMHI 2023) rapport visar att problemen är allvarliga, det är bråttom när det kommer till människans påverkan på klimatförändringarna. Skolan behöver undervisa på olika sätt för att öka elevers medvetenhet och kritiska tänkande om klimatförändringar. Syftet med studien var att ta reda på hur pedagoger och lärare i fritidshem anser att de arbetar med undervisning om klimatförändringar och vad de anser att de behöver kunskapsmässigt. Vi använde oss av transformativ teori för att synliggöra villkor och begränsningar som samhällsförändringar möter när det gäller området hållbar utveckling (Boström et al. 2018). Vi har utgått från Boström et al. (2018) dimensioner, institutionella strukturer, sociala praktiker och konfliktperspektiv i analysen. Vi gjorde digitala kvalitativa intervjuer med pedagoger och lärare på olika fritidshem. Vi såg att det skiljer sig i hur man arbetar med klimatförändringar. Alla ansåg att fritidshemmet har en viktig roll i att undervisa elever om klimatförändringar och att ett transformativt lärande gynnas av fritidspedagogiskt arbetssätt i det vardagliga. Man efterfrågar fortbildning och det finns även en orosdimension att undervisa om klimatförändringar enligt lärare och pedagoger. / In 2015, the UN member states signed an overall vision of achieving sustainable development with the sub-goal of solving the climate crisis. The IPCC (SMHI 2023) report shows that the problems are serious, it is urgent when it comes to human impact on climate change. Schools need to teach in different ways to increase students' awareness and critical thinking about climate change. The purpose of the study was to find out how educators and teachers in leisure-time centers works with teaching about climate change and what they need in terms of knowledge. We used transformative theory to visualize conditions and limitations that societal changes face in the field of sustainable development (Boström et al. 2018). We have based on Boström et al. (2018) dimensions institutional structures, social practices and conflict perspectives in our analysis. We conducted digital qualitative interviews with educators and teachers at various leisure-time centers. We saw that it differs in how to work with climate change. Everyone felt that the leisure-time centers has an important role in teaching students about climate change and that transformative learning benefits from leisure pedagogy in everyday life. There is a demand for further education and there is also a worrying dimension to teaching about climate change, according to teachers and educators.

This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.