While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.

Indiana University-Purdue University Indianapolis (IUPUI) / Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.

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The entrepreneurial learning process within business incubators, particularly among novice entrepreneurs in Sweden's entrepreneurial landscape, still needs to be explored. The present study, centered around the question, "Through a social constructivist perspective, how do novice entrepreneurs learn within business incubators in Sweden?", adopts a social constructivist perspective to fill this knowledge gap. Using a qualitative, inductive approach and the Critical Incident Technique (CIT), the study focuses on novice entrepreneurs at the Uppsala Innovation Centre (UIC), Sweden. Data collection involved semi-structured interviews and a two-step sampling method, while data analysis was grounded in Vygotsky’s Social Development Theory. This methodology aimed to unravel the intricacies of the entrepreneurial learning process within the UIC. These findings offer valuable insights to novice entrepreneurs and a particular business incubator, suggesting how they might structure more conducive incubator environments for effective entrepreneurial learning. It also underscores the importance of networking within the incubator's environment. However, these findings have certain limitations. They are based on data from a single Swedish incubator and may not be generalized across diverse entrepreneurial ecosystems. Moreover, the reliance on self-reported experiences introduces potential biases. Future research should address these limitations by incorporating multiple incubators across different countries and by introducing diverse perspectives and external assessments for more comprehensive and objective findings. The study concludes that providing a conducive social constructivist environment in business incubators is essential for fostering effective entrepreneurial learning, with emphasis on learning from networking with the more knowledgeable others (MKOs). These conclusions offer valuable directions for policy-makers, incubator managers, and novice entrepreneurs, aiming to enhance the sustainability and success of startups in dynamic entrepreneurial ecosystems.

Artificial Intelligence (AI) is making significant progress in recent times and is gaining a strong foothold in business. Currently, there is no generally accepted scholarly framework for the governance of AI-based information technologies within corporate environments. Boards of directors who have the responsibility of overseeing corporate operations need to know how best to govern AI technologies within their companies. In response, this dissertation aims to understand the key elements that can assist boards in the governance of AI-based information technologies. Further, it attempts to understand how AI governance elements dynamically interact within a holistic system. As AI governance is a novel phenomenon, an exploratory investigation was conducted via a qualitative approach. Specifically, the study adopted a grounded theory methodology, within the constructivist paradigm, with the intent of generating theory instead of validating existing theory. Data collection included in-depth interviews with key experts in AI research, development, management, and governance processes in corporate and academic settings. Data were further supplemented with data received from conference presentations given by AI experts. Findings from this dissertation elicited a theoretical model of AI governance that shows various AI governance areas and constituting elements, their dynamic interaction, as well as the impact of these elements in enhancing the organizational performance of AI-based projects and reducing the risks associated with those projects. This dissertation provides a scholarly contribution by comparing governance elements within the IT governance domain and the new AI governance domain. In addition to theoretical contributions, this study provides practical contributions for the benefit of the boards of directors. These include a holistic AI governance framework that pictorially represents twenty-two AI governance elements that boards can use to build their own custom AI governance frameworks. In addition, recommendations are provided to assist boards in starting or enhancing their AI governance journeys. / Thesis / Doctor of Philosophy (PhD) / Artificial Intelligence (AI) refers to a set of technologies that seek to perform cognitive functions associated with human minds, such as learning, planning, and problem-solving. AI brings abundant opportunities as well as substantial risks. Major companies are trying to figure out how best to benefit from AI technologies. Boards of directors, with the responsibility of overseeing company operations, need to know how best to govern such technologies. In response, this study was conducted to uncover key AI governance elements that can assist boards in the governance of AI. Data were collected through in-depth interviews with AI experts and by attending AI conference presentations. Findings yield a theoretical model of AI governance that can assist scholars in enhancing their understanding of this emerging governance area. Findings also provide a holistic framework of AI governance that boards can use as a practical tool to enhance their effectiveness of the AI governance process.

For a successful marketer, it is essential to be adaptable in a changing environment. To be competitive in the labor market as a professional marketer, they must understand how to reach their customers in the most efficient way, which often happens digitally on the customers phone or through other digital platforms. This study aims to investigate how marketers consider their education relevant, in relation to the digital age we find ourselves in today. The study is based on a constructivist approach where reality is subjective. To answer the research question, a qualitative study consisting of interviews was accomplished. The study is based on organizational learning theories which highlights that individual learning is essential for an organization's survival. The study also emphasizes the importance of an in-depth understanding of how today’s knowledge-based society works where education is fundamental for social development and economic growth. The study also highlights the importance of possessing alternative competencies that are required to be successful in the 21st century. The material was analyzed through a thematic analysis where the results are divided in 3 main themes. The result shows that in today’s knowledge society, education is fundamental rather than meritorious. There is also some lack of digital practical applications and digital marketing theory during their education. Perhaps the most prominent result was that marketers witnessed themselves as never fully learned. A successful marketer needs to continuously develop one's knowledge and skills in order to remain an attractive candidate in this changing world.

This thesis aims to solicit and elicit the view of experienced system safety analysts in the applicability and use of STPA, a hazard analysis derived from the STAMP-framework. The increase in complexity in systems elevates the chance of hazards and risks being obfuscated. Thus, the intention is to expand, deepen and theorize about the STPA-methodology in relation to the role of system safety analysts in Sweden. The results show that the greatest use of STPA might lie in integrating the desired procedural steps with the hazard analysis techniques used today. This is due to individual capabilities, guidance in identification and evaluation of risks, as well as the reductionistic perspective that prevails in society today. Unlike STPA’s claim for completeness, the impression of the system analysts is that absolute safety can never be guaranteed.

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