The values of the Swedish school system is said to be rooted in the ethics of Christianity and western humanism. Critics say that this expression can be seen as a sign of an obscured eurocentrism when world-wide accepted values is said to be cared for by Christianity and the west. The purpose of this paper is to examine how the politicians argue on this issue, why the values of the Swedish school system should be said to be cared for by the ethics of Christianity and the western humanism. I also want to examine if these arguments in fact corresponds with the worldview of eurocentrism. The examination consists of a discourse analysis review of, for example, journals of the Swedish parliament, which is later compared with the theories of eurocentrism. I believe the argumentation can be categorized in three main categories: first a conservative ideological perspective where they are driven by the notion that the Swedish culture could be defined by establishing and defending its foundations; a philosophical/religious perspective where they want to justify the indisputable values they believe should be maintained in the schools; a eurocentric/psychological perspective where they tend to express the Swedish identity by defining what is typically characteristic of “us” and typically characteristic of “the others”. More than that, they seem to be making allowances for the fact that the political situation demands it. The debates are more or less imprinted by a eurocentric discourse, and there are significant differences between the different parties as well as between the political blocks.

The overall aim with this dissertation is to contribute to a deeper knowledge of three interwoven problem complexes. First, the aim is to analyse the functions of the press in society, in this context with a particular focus on the provincial press. Second, special attention is given to the significance of regional patterns of values for the potential of the newspapers to function. Third, the dissertation deals with the difficult and complex questions of the conditions for the public discourse. The primary aim is to analyse in detail what can be expressed in a particular environment at a particular time. The area investigated is the county of Kronoberg in the period 1880-1910. The empirical basis for the dissertation consists of in-depth studies of some attempts to establish newspapers in the county, along with a number of thematic studies. On the basis of previous research a number of functions of the press has been identified: information, politics, economy, education, entertainment and identity. The thematic studies of this dissertation reveals the context-bound relationship between the various functions. All the studies conducted here shows clearly that the occurrence of specific regional patterns of values was of great significance for the actions of the newspapers. All the newspapers studied recognize the existence of a shared foundation of values in the region. Some of the newspapers supported the ideals, others tried to combat them. None of them tried to deny that they existed or that they were significant. With Jürgen Habermas' model of public discourse as a starting-point and with the aid of four key terms - public sphere, accessibility, critique and discursive tone - I have systematically tried to capture the significance of the press for the conditions in which the public discourse is carried on.

This paper is based on the concept that Values drive value, a theory investigated by Bo Enquist and his colleagues at CTF in Karlstad. Our research attempts to see if the values of a supplier really matter to the purchaser.   The focus of our research is two organizations that have official values that play a major part in the organizational decision making, culture and marketing. Currently there is a consensus that the culture is an essential factor in creating successful businesses.

The purpose of this paper is to investigate what cultural changes can be observed in an acquired company’s corporate culture in one unit that is integrated in the acquiring company’s routines - but not physically integrated. This research aims to contribute to the understanding of post-acquisition situations in the long-term. To fulfill this purpose, the following questions were to be answered: how do the employees at the acquired (but not physically integrated) company unit experience the corporate culture seven years after the acquisition, and how do they feel knowing their unit will be transferred to the same location as the acquirer company? Answering these questions, an exploratory qualitative case study of GEHC in Uppsala was implemented with fourteen employees interviewed at GEHC Boländerna and the unit in Fyrislund. The results revealed that the culture at the acquired unit today is partly changed and the core values are no longer prominent to the same extent, despite being deliberately maintained by the employees. There is also a partly negative attitude towards the physical integration, as the last parts of the acquired company´s culture will entirely disappear as the employees will be divided into different departments once they move to Boländerna.

Lord and Brown (Lord, Brown, & Freiberg, 1999; Lord & Brown, 2004) suggest that leaders may impact followers by priming certain goals or ideals in their followers’ minds, which in turn influence judgment and behaviour. The current research examined whether transformational and transactional leaders unconsciously affect the values followers adopt and the goals they pursue, specifically the impact leaders have on follower self-interest. Although the relationship between leadership and self-interest has attracted a good deal of theoretical attention, little empirical work has been conducted to explore the impact of leadership on self-interest. Using established priming techniques, I demonstrated in three studies that transformational and transactional leaders affect self-interest in characteristic ways. In Study 1, participants read about a transformational and transactional leader and were subsequently primed with the image of one of the leaders. The results showed that participants primed with the transformational leader exhibited lower self-interest than those primed with the transactional leader. Study 2 replicated this effect, and demonstrated that the image of the leaders had a nonconscious effect on participants’ self-interest that was measurable after a delay of three days. Furthermore, this study found that participants’ pre-existing levels of prosocial values moderated the effectiveness of the prime. Study 3 extended the results of the first two studies by demonstrating that priming participants with a transformational leader significantly lowered self-interest in a context where individual gain was salient, and the transactional leader increased self-interest in a context focused on collective outcomes.

The purpose of this research was to evaluate response acquisition of Indian Ss relative to non-Indian Ss and to examine the relationships between questionnaire and performance data. A questionnaire, based on Harding's (1964) study, was used to evaluate Ss' attitudes towards work authority, aspirations, family and the like. Performance measures were also employed in order to provide data with which to assess whether attitudinal differences have significant behavioural consequences. In order to assess rural-urban biases, a paired-associate task similar to that designed by Havron and Cofer (1957) was used. An attempt was also made using a verbal conditioning technique (Taffel, 1955) to evaluate whether or not the two groups would perform differentially under positive and negative verbal reinforcement.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

This research builds on Implicit Leadership Theory, which suggests that a leader's performance is likely to be higher when there is congruence between a follower's prototype of what a leader should be and his or her perception of the leader's behaviour. The essence of effective leadership, according to this theory, is being seen as a leader by others. Data were collected from 196 leaders and 1,738 followers from 23 countries within Cargill Incorporated, a US food and agricultural multinational. The research was conducted in two phases. During the first phase data were collected on followers' desired leadership values and their perception of their leader's behaviour on the same dimensions. These data were used to compute a congruence score based on a weighted sum of absolute differences. The congruence score data formed the heart of an individualised Leadership Fit Report written for each leader in the study showing the extent of congruence across 21 leadership characteristics (see Appendix A). The second phase of the study focused on a subset of 933 followers from five countries testing the two hypotheses. The two hypotheses in Phase Two were partially supported. The first was that congruence between desired leadership values and perceived behaviour leads to high performance of a leader and incongruence leads to lower performance. The second was that the relationship between congruence and leader performance varied by nationality. The cross-cultural test of Implicit Leadership Theory captured in Hypothesis 2 was particularly important to Cargill because it revealed unique and important differences between the five countries included in the second data set. This study found that the nature of the relationship between congruence and leader performance varies significantly between all five countries. More specifically the data suggests that congruence does not always lead to high performance. This study, albeit exploratory, makes theoretical, methodological and practical contributions in the following ways. i. A cross cultural test of Implicit Leadership Theory in a multinational organisation with a significant sample size. ii. An existing desired leadership values questionnaire was used and developed further to measure leadership values and leader perception. iii. All 196 leaders received a personalised feedback report showing the level of congruence (or degree of fit) for 21 leadership characteristics. iv. A methodological contribution was made by using Polynomial Regression Equations and Response Surface Methodology to measure the nature of the relationship between desired leadership values, perceived behaviour and leaders' performance. Implicit Leadership Theory was shown to be complex yet very relevant to management practice. The research undertaken was exploratory yet it has created the basis for on going discussion.

In the vacation choice structure, denoting how vacation choices such as choice of destination, travel mode, and accommodation, are related and prioritized by tourists, every choice plays an important and unique role. Although it has been recognized that vacation choices inter-relate in several different aspects, previous research has primarily studied the primacy aspect. It can however be argued that to only study the primacy of vacation choices is too limited and that it is necessary to also include other aspects, especially how important a certain vacation choice is to the tourist. This knowledge is important in order to get a more holistic picture of the vacation choice structure, but also for understanding the demand for green tourism. It can be argued that the vacation choice structure has an influence on tourists’ possibility to make green choices. This thesis extends present knowledge by analyzing the inter-relation between vacation choices and providing a framework for how the vacation choice structure is related to tourists’ green choices. The influence of personal factors such as values and green attitudes on the vacation choice structure and tourists’ green choices are also examined. Four studies with quantitative data are included in the present thesis. The findings of the first study show that the vacation choice structure varies with regard to primacy, importance, inflexibility, and impact on other choices, which further explains the inter-relation between vacation choices. The findings also show that familiarity with a destination has an effect on how important and inflexible the destination choice is experienced. The second study shows how value orientation mediates the relationships between socio-demographic factors and tourists’ green attitude. The findings suggest that the relationships vary depending on what vacation choice that is in focus, indicating that it is not possible to talk about a general green attitude in tourism. The study thus contributes to the knowledge about how values and green attitudes in tourism are related. In the third study, the findings from the second study are advanced by showing a positive relationship between the value type universalism, green attitudes, and tourists’ green buying intentions. This further enhances the knowledge about determinants for tourists’ green buying intentions. In the final study, the inter-relation between vacation choices are examined by studying the trade-off tourists make between and within various choices in a vacation package. If and when green alternatives are included in the different choices are also studied, as well as the influence of value orientation of tourists’ green choices. The study advances the knowledge about the vacation choice structure and its relation to green tourism. The results also suggest that value orientation does not directly affect the vacation choice structure. To conclude, the findings of the present thesis show that it is not possible to define a universal vacation choice structure. It is suggested that the motive of the vacation and the choice situation play important roles here. Further, it can be concluded values do influence green buying intentions through green attitudes, but that it is not likely that this intention results in an actual green behavior if the behavior does not give any individual benefits to the tourist. Finally, the findings demonstrate that the vacation choice structure can influence tourists’ possibility to make green choices as the most important vacation choice governs to what extent other less important choice alternatives are possible to consider. Taken together, the findings develop theory about the vacation choice structure and its relation to values and green tourism as well as it provides practitioners with important knowledge and suggestions on how to make their work more efficient.