<p>Bakgrund</p><p>Företags varumärkeskommunikation står idag inför stora förändringar. Det finns allt fler varumärkesinnehavare som vill kommunicera sina varumärken till konsumenter, vilka i sin tur lever i ett överkommunicerat samhälle. Detta har gjort att de inte tar till sig budskapen i samma utsträckning längre. Samtidigt har konsumenterna även flyttat en stor del av sin uppmärksamhet och tid från traditionella medier till bland annat interaktiva spel. Varumärkesinnehavarnas jakt efter nya kommunikationsvägar och konsumenternas intresse för interaktiva spel har därför legat till grund för uppsatsens syfte.</p><p>Syfte</p><p>Studiens syfte är att utreda interaktiva spels potential till att vara kommunikationskanal för varumärken samt undersöka vilken syn varumärkesinnehavarna bör ha på varumärket vid upplevelsebaserad kommunikation i interaktiva spel.</p><p>Genomförande</p><p>Uppsatsen är genomförd som en kvalitativ studie med en induktiv ansats. Den empiriska studien är uppbyggd kring intervjuer med individer som har kunskaper inom varumärken, spelutveckling samt konsumentbeteende.</p><p>Resultat</p><p>Studien visar att interaktiva spel möjliggör att konsumenten kan interagera med det kommunicerade varumärket och därmed erhålla en upplevelse av hur verklig konsumtion av varumärket är. Dessutom tyder denna studie på att varumärket i ett interaktivt spel måste integreras på ett sätt som gör att det fyller en funktion i spelet. För att konsumentens förtroende till varumärket ska bibehållas bör produktegenskaperna inte ligga allt för långt från verklig konsumtion. Det är även betydelsefullt att det kommunicerade varumärkets värderingar stämmer överens med spelets kontext vid varumärkets exponeringstillfälle. Då interaktiva spel genererar en unik upplevelse för konsumenten resulterar detta i att bilden av det kommunicerade varumärket kan skilja sig åt mellan olika individer. Vår studie visar dock på att då konsumenten interagerar med varumärket och blir medskapare av detta indoktrineras även bilden av varumärket djupare, och en starkare relation mellan konsument och varumärke kan skapas.</p> / <p>Background</p><p>Brand communication is facing extensive changes. This is because the numbers of communicated brands on the market are constantly increasing. This abundance of communication has resulted in consumers who are much more selective in what messages they listen to. The consumers are furthermore devoting a greater part of their time and attention to newer medias, such as interactive games. The brand owners’ need for new ways of communication in combination with the consumers’ interest for interactive games has generated this thesis’ purpose.</p><p>Objective</p><p>The objective of this thesis is to investigate interactive games’ potential as a brand communication channel and also to study what view brand owners ought to possess towards their brand.</p><p>Method</p><p>The thesis is an inductive, qualitative study. The empirical material originates from interviews with individuals within three different competences; branding, game development and consumer behaviour.</p><p>Result</p><p>The study shows that interactive games provide an environment where the consumer can interact with the communicated brand, and thereby obtain an experience of real consumption of the brand. Furthermore this thesis states that it is desirable that the communicated brand are integrated in the game in a way that it is serving a purpose. To keep the consumers’ trust for the brand it is essential that the communicated characteristics are not exaggerated in a too large extend. Furthermore, it is important that the communicated brand’s values are coherent with the game’s context at the time of the brand’s exposure. Interactive games generate a unique experience for the consumer, and the perception of the communicated brand can therefore vary between different individuals. This study also shows that when the consumer interacts with a brand, and thereby becomes a co-producer of its values, the image of it are indoctrinated deeper in the consumer’s mind and a stronger relationship between the consumer and the brand can be created.</p>

The major part of care in type 2 diabetes is in the hands of the patient so the focus of educational interventions should be on the person behind the disease. An experience-based group education programme that actively promotes participants’ reflection and understanding has been designed and implemented in cooperation with the Swedish Pharmacy. The regression model presented in Paper I revealed the importance of self-perceived role in diabetes management. Blood glucose control two years after baseline was improved for participants who described themselves as having an active role in their treatment, compared to those taking on a passive or a compliant role. Paper II described the resulting categories from content analysis of three open-ended questions about participants’ role, goal and support needs in diabetes management. The people taking care of diabetes most effectively and needing least support were called Disease Managers; those following the health professionals’ orders and depending on regular controls were categorised as Compliant, whereas the Disheartened had difficulties in achieving good metabolic control and often described both medical and social obstacles. These three self-management profiles were strongly correlated to metabolic outcomes. In Paper III perceptions of diabetes management were reassessed: perceptions were only stable in approximately half of participants, thus providing evidence for a dynamic model of learning self-management in diabetes. The three self-management profiles still correlated with metabolic outcomes. In paper IV the long-term metabolic outcome (HbA1c) of the study population was investigated. Metabolic control was stable up to seven years following the intervention, in contrast to the metabolic deterioration often present in diabetes. The main message of this thesis is that participants’ self-perceived role had a major influence on metabolic outcomes. Assessing self-management profiles both in diabetes and possibly other chronic conditions can help health care providers to tailor their educational efforts accordingly. Furthermore, this experience-based patient education programme outside the framework of routine diabetes care has the potential to stabilise metabolic control on the long run effectively.

Bakgrund Företags varumärkeskommunikation står idag inför stora förändringar. Det finns allt fler varumärkesinnehavare som vill kommunicera sina varumärken till konsumenter, vilka i sin tur lever i ett överkommunicerat samhälle. Detta har gjort att de inte tar till sig budskapen i samma utsträckning längre. Samtidigt har konsumenterna även flyttat en stor del av sin uppmärksamhet och tid från traditionella medier till bland annat interaktiva spel. Varumärkesinnehavarnas jakt efter nya kommunikationsvägar och konsumenternas intresse för interaktiva spel har därför legat till grund för uppsatsens syfte. Syfte Studiens syfte är att utreda interaktiva spels potential till att vara kommunikationskanal för varumärken samt undersöka vilken syn varumärkesinnehavarna bör ha på varumärket vid upplevelsebaserad kommunikation i interaktiva spel. Genomförande Uppsatsen är genomförd som en kvalitativ studie med en induktiv ansats. Den empiriska studien är uppbyggd kring intervjuer med individer som har kunskaper inom varumärken, spelutveckling samt konsumentbeteende. Resultat Studien visar att interaktiva spel möjliggör att konsumenten kan interagera med det kommunicerade varumärket och därmed erhålla en upplevelse av hur verklig konsumtion av varumärket är. Dessutom tyder denna studie på att varumärket i ett interaktivt spel måste integreras på ett sätt som gör att det fyller en funktion i spelet. För att konsumentens förtroende till varumärket ska bibehållas bör produktegenskaperna inte ligga allt för långt från verklig konsumtion. Det är även betydelsefullt att det kommunicerade varumärkets värderingar stämmer överens med spelets kontext vid varumärkets exponeringstillfälle. Då interaktiva spel genererar en unik upplevelse för konsumenten resulterar detta i att bilden av det kommunicerade varumärket kan skilja sig åt mellan olika individer. Vår studie visar dock på att då konsumenten interagerar med varumärket och blir medskapare av detta indoktrineras även bilden av varumärket djupare, och en starkare relation mellan konsument och varumärke kan skapas. / Background Brand communication is facing extensive changes. This is because the numbers of communicated brands on the market are constantly increasing. This abundance of communication has resulted in consumers who are much more selective in what messages they listen to. The consumers are furthermore devoting a greater part of their time and attention to newer medias, such as interactive games. The brand owners’ need for new ways of communication in combination with the consumers’ interest for interactive games has generated this thesis’ purpose. Objective The objective of this thesis is to investigate interactive games’ potential as a brand communication channel and also to study what view brand owners ought to possess towards their brand. Method The thesis is an inductive, qualitative study. The empirical material originates from interviews with individuals within three different competences; branding, game development and consumer behaviour. Result The study shows that interactive games provide an environment where the consumer can interact with the communicated brand, and thereby obtain an experience of real consumption of the brand. Furthermore this thesis states that it is desirable that the communicated brand are integrated in the game in a way that it is serving a purpose. To keep the consumers’ trust for the brand it is essential that the communicated characteristics are not exaggerated in a too large extend. Furthermore, it is important that the communicated brand’s values are coherent with the game’s context at the time of the brand’s exposure. Interactive games generate a unique experience for the consumer, and the perception of the communicated brand can therefore vary between different individuals. This study also shows that when the consumer interacts with a brand, and thereby becomes a co-producer of its values, the image of it are indoctrinated deeper in the consumer’s mind and a stronger relationship between the consumer and the brand can be created.

Yes / With the rapid evolution of data over the last few years, many new technologies have arisen with artificial intelligent (AI) technologies at the top. Artificial intelligence (AI), with its infinite power, holds the potential to transform patient healthcare. Given the gaps revealed by the 2020 COVID-19 pandemic in healthcare systems, this research investigates the effects of using an artificial intelligence-driven public healthcare framework to enhance the decision-making process using an extended model of Shaft and Vessey (2006) cognitive fit model in healthcare organizations in Saudi Arabia. The model was validated based on empirical data collected using an online questionnaire distributed to healthcare organizations in Saudi Arabia. The main sample participants were healthcare CEOs, senior managers/managers, doctors, nurses, and other relevant healthcare practitioners under the MoH involved in the decision-making process relating to COVID-19. The measurement model was validated using SEM analyses. Empirical results largely supported the conceptual model proposed as all research hypotheses are significantly approved. This study makes several theoretical contributions. For example, it expands the theoretical horizon of Shaft and Vessey's (2006) CFT by considering new mechanisms, such as the inclusion of G2G Knowledge-based Exchange in addition to the moderation effect of Experience-based decision-making (EDBM) for enhancing the decision-making process related to the COVID-19 pandemic. More discussion regarding research limitations and future research directions are provided as well at the end of this study.

Yes / UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools. / The conference and workshop were jointly funded through an internal Leeds Beckett Research grant, the Yorkshire Sport Foundation and Public Health England (Yorkshire and Humber). Twinkl Educational Publishing kindly sponsored the conference and workshop event. DDB and SEB’s involvement was supported by Sport England’s Local Delivery Pilot – Bradford. DDB and SEB invovlement was also funded by the National Institute for Health Research Yorkshire and Humber ARC (reference: NIHR20016), and the UK Prevention Research Partnership, an initiative funded by UK Research and Innovation Councils, the Department of Health and Social Care (England) and the UK devolved administrations, and leading health research charities. ACR is funded by the National Institute for Health Research (NIHR) Applied Research Collaboration East Midlands (ARC EM).

Denna studie utreder hur lyrik som genre kan berika svenskundervisningens didaktik på gymnasiet, vilka didaktiska metoder som kan tillämpas på lyrikundervisningen, samt vad som kan vara ett representativt urval lyrik för ungdomar. Undersökningen består av en kvalitativ litteraturstudie som utvärderades genom en diskursanalys, samt tolkningen av ett lyriskt urval. Studiens resultat påvisade att lyrik kan berika svenskämnets didaktik på gymnasiet, då språkutvecklingen främjas. Detta ger sig i uttryck genom att elever i lyrikundervisningen får möjlighet att reflektera både över sina egna och andras känslor och erfarenheter, vilket kan fungera som identitets- och personlighetsutveckling. Undersökningen har även påvisat att lyrikundervisningen berikar med kunskap om viktiga delar av kulturarvet, samt friheten att utforska språk och stil i skrivandet av egna dikter. Vidare bör lyrik appliceras på en läsarorienterad undervisining, då denna fokuserar på den enskilde läsarens personliga upplevelser av texten, vilket kan väcka intresse och mening för genren. Slutligen har undersökningen påvisat att det inte finns några givna svar rörande vad som kan användas som representativ lyrik för ungdomar i undervisningen, då genren ger uttryck för känslor, vilka bör betraktas som tidlösa och allmänmänskliga. Således är det lärarens uppgift att avgöra vad som kan vara relevant lyrik för ungdomar, baserat på vilken slags diskussion som ska föras och vilken insikt som önskas uppnås. / The study researches how lyrics as a genre could be used to enrich the Swedish education in upper secondary school, which didactic methods that can be applied to teachings of lyrics and what could be used as a good representation of lyrics for youths. The study includes a study of literature that was evaluated through a discourse analysis and interpretations of lyrical choices. The result of the study showed that lyrics can be used to enrich the didactics of the Swedish subject in upper secondary school as the language development was improved. This was shown as students who studied lyrics gets the opportunity to reflect upon both their own and others' emotions and experiences, which can be used as a tool for the development of self and identity. The study has further shown that studies of lyrics also enrich students with knowledge about important parts of the cultural inheritance and the freedom to explore language and style through the writing of their own poems. Furthermore, lyrics should be applied to a reader oriented education as it focuses on the individual readers' experience of the text, which could awaken interest and purpose for the genre. Finally, the study has shown that there are no given answers regarding what could be used as a representative lyrics for youths in the education as the genre provides the opportunity for the readers to express emotions which should be thought of as timeless and universal. Because of this, it is the teachers task to choose what could be regarded as relevant lyrics for youths based on what kind of discussion will be held and what kind of insight that should be achieved.

This phenomenological study documented the influences of a high school career exploration program, Experience-Based Career Education (E.B.C.E.), on the professional lives of nine adults who are former program participants. E.B.C.E. was an experiencebased, student-centered program that helped students develop long-term career goals and then reassessed those goals based on community-based, externship experiences. The findings in this study indicate that the utilization of John Dewey’s experiencebased, student-centered philosophy, the basis for E.B.C.E., effectively enhanced the learning process. The study's data, which was gathered exclusively through an Internet focus group session and follow-up email questions, documented the long-term influence of E.B.C.E. on program participants at Ellen Martin High School, a school that admitted only honors students in a large city in the South. E.B.C.E. participants from Ellen Martin High School participated in the Program for the last two years of high school. Program participants discovered their career interests and researched their career options while learning job skills and life skills during their junior year of E.B.C.E. Their non-paid externships, during their senior year of E.B.C.E., helped students learn how they might fit into the adult work world. Study participants developed life guides/philosophies, such as the importance of responsibility, commitment, dedication, and hard work. Adult mentors played an important role in the lives of the E.B.C.E. students, both personally and professionally and several study participants have maintained contact with their former E.B.C.E. mentors. These mentoring experiences helped E.B.C.E. participants develop a sense of confidence about their abilities in the adult world. They have maintained this sense of confidence in their present profession. Most of the study's participants experienced flow, a condition linking high challenges to feelings of enjoyment, self-worth, and ongoing development, based on their successfully meeting challenges. Some of these challenges were purposely placed in the paths of students to test them while they participated in E.B.C.E. The positive feelings about overcoming challenges, in the adult work world led E.B.C.E. students to seek higher level challenges and this recursively upward pattern of seeking higher challenges has led them to continue seeking higher challenges in their professional lives.

Syftet med avhandlingen är att granska hur lärarkunskap formuleras och bedöms i verksamhetsförlagd utbildning (VFU) inom svensk lärarutbildning. Utgångspunkten tas i det faktum att lärares yrkeskunskaper under lång tid varit uppdelade och beskrivna som teoretiska och praktiska, till exempel uttryckta som lärares tänkande respektive lärares handlande, eller vad lärare vet och vad lärare kan utföra. Det senaste policydokumentet för svensk lärarutbildning speglar denna uppdelning och poängterar vikten av en integrering av det teoretiska och praktiska under såväl högskoleförlagd utbildning (HFU) som VFU. Därmed finns det policyintentioner kring en mer forskningsgrundad VFU samtidigt som HFU anmodas ta sin utgångspunkt i erfarenhetsgrundad kunskap. Som analysverktyg används ett kunskapsteoretiskt ramverk där lärarkunskap förstås som påståendekunskap eller procedurkunskap och kunskap-för-praktiken (forskningsgrundad) eller kunskap-i-praktiken (erfarenhetsgrundad). I Studie I granskas kunskapsmål, riktade mot VFU, vid sjutton lärarprogram i Sverige. I Studie II och Studie III granskas bedömningssamtal i två olika VFU-kurser vid ett (1) lärarprogram i Sverige. Resultaten från Studie I visar att kunskapsmålen kan förstås som ett mischmasch av lärares påstående- och procedurkunskaper, där procedurkunskaperna dominerar, och kunskapsmålens kunskapsgrunder kan svårligen spåras. I Studie II och Studie III arrangerar lärarutbildarna sina skolbesök och bedömningssamtal på olika sätt vilket påverkar vilka av, och hur, lärarstudenternas kunskaper bedöms. I Studie II besöker lärarutbildarna lärarstudenterna vid deras skolplaceringar men gör inga lektionsobservationer innan bedömningssamtalen. I Studie III görs lektionsobservationer. Resultaten från de båda studierna visar att bedömningssamtalen explicit kännetecknas av en formativ bedömning där lärarstudenternas procedurkunskaper och kunskap-i-praktiken fokuseras. En bedömning av påståendekunskaper och kunskaper-för-praktiken kan svårligen spåras. I Studie III analyseras bedömningen av lärarstudenternas procedurala kunskaper-i-praktiken även med hjälp av ett ramverk av modeller för bedömning av yrkeskunskap. Resultatet visar att bedömningen av lärarstudenternas procedurkunskaper karaktäriseras av en holistisk modell där lärarutbildarna refererar till flera olika omständigheter som påverkar lärarstudenternas handlingar, med koppling till deras egna erfarenhetsgrundade och tysta yrkeskunskaper, snarare än till kursernas formella kunskapsmål. En diskussion förs om frånvaron av kunskap-för-praktiken i VFU i relation till teorier om yrkeskunskap och yrkeslärande. Vidare diskuteras den tydliga närvaron av kunskap-i-praktiken i VFU i relation till teorier om de tysta dimensionerna av yrkeskunskap. / The purpose of the dissertation is to examine how teacher knowledge is formulated and assessed in the school-based education (SBE) in Swedish teacher education. The basis is that teachers’ vocational knowledge has been divided and described as theoretical and practical, i.e., expressed as teachers’ thinking versus their actions, or what teachers know in relation to what they can do. The recent policy document for Swedish teacher education reflects this division and stresses the importance of integrating practice and theory within both university-based education as well as SBE. Thus, the intention of the policy is directed towards a more research-based SBE at the same time the university-based education is proposed to take its starting point in experience-based knowledge. An epistemological analytical tool is used where teacher knowledge is understood as being propositional or procedural, and knowledge-for-practice (research-based) or knowledge-in-practice (experience-based). In Study I the learning objectives directed to SBE in seventeen Swedish teacher education programs are analyzed. In Study II and Study III student-teaching conferences in two different school-based courses at one (1) Swedish teacher education program are studied. The results from Study I show that the learning objectives can be understood as a mishmash of propositional and procedural teacher knowledge, though procedural knowledge dominates, and the learning objectives’ basis of knowledge can hardly be traced. In Study II and Study III the teacher educators’ school visits and the studentteaching conferences are arranged in different ways, and affect what and how student teachers’ knowledge is assessed. In Study II teacher educators visit the student teachers at their school placements without having done any lesson observations prior the student-teaching conferences. In Study III observations are done. The results from these two studies show that the student-teaching conferences are explicitly characterized by formative assessments where student teachers’ procedural knowledge and knowledge-in-practice is emphasized. An assessment of propositional knowledge and knowledge-for-practice can hardly be traced. In Study III the assessment of student teachers’ procedural knowledge-in-practice is also analyzed within a framework of models for assessment of vocational knowledge. The results show that a holistic model characterizes the assessment of student teachers’ procedural knowledge where teacher educators refer to several circumstances that affect student teachers’ vocational actions, according to their experience-based and tacit teacher knowledge, rather than the course’s formal learning objectives. A discussion is held about the absence of knowledge-for-practice in SBE, in relation to theories of vocational knowledge and vocational learning. Furthermore, the clear presence of knowledge-in-practice in SBE is discussed in accordance with theories of the tacit dimensions of vocational knowledge.

This thesis is focused on increasing productive actions in construction by a procedure known as Activity Analysis. Activity Analysis is a continuous productivity improvement tool for identifying barriers to site productivity with the goal of decreasing them and thereby increasing the direct work rate. A preceding study validated this approach, however it had two limitations. No reevaluation was conducted on projects in Canada by the authors, and not enough resources or data were available to understand behaviour of the activity rates in absolute value terms across many projects. Based on three case studies and data collected over 17 days by the author and a colleague, Activity Analysis was validated as being applicable in Canadian conditions. A desired value, known as a target rate, was then studied in order to be able to set expectations with respect to the productivity to be achieved in each cycle. The premise behind setting a “target rate” is that 100% direct work is neither possible nor desirable, since some time must always be spent on communications and planning. However, a higher direct work rate is generally better than a lower rate. Thus, a target rate is needed. A mathematical model called ANFIS was developed as a means of setting the desired level of activities. Through consideration of a variety of factors that affect labour productivity, the developed model was trained based on 65 data points. The model was found to be easy to use and flexible enough to be appropriate for all of the factors considered. Based on the data points available from 5 different past projects and 3 recent projects and the experience associated with these projects, three additional methods of defining the target rate were developed. The impact of these results is that companies now have appropriate methods and an initial data set for industrial construction in order to establish target rates for direct work and supporting activities. This should help reduce project costs and improve productivity.

The aim of this study was to examine how newly qualified social workers from Linnaeus University in Kalmar feel that the school has prepared them with the professional skills to meet the demands that exist within social work. Social work education is a generalist training that will result in a professional qualification. With a qualitative approach eight newly qualified social workers were interviewed.We used the sociology of knowledge as an overall theoretical approach. We also used experience- based knowledge as a theoretical approach. One of the study's conclusion was that the graduates had difficulty linking theory to practice. The graduates also felt that knowledge about the law and dialogue methodology were two useful courses for use in practical work. The results and conclusions can be seen as a reinforcement and extension of previous research in the subject.