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This nested case study inquires about the partnership between primary school teachers and local actors within the wood industry to perform a place-based educative lesson in the Swiss region of Gruyère Pays-d’Enhaut. Five different cases relate the encounter between a teacher and a local actor and enable the description of the particularities and outcomes of such partnerships. After observing activities and interviewing the members of the partnerships, the researcher analyzes the data by comparing the cases and using a Cultural Historical Activity Theory (CHAT) model to describe the system of activity resulting from the partnership.  The study reveals that a win-win effect is present in the partnership teacher/local actor, despite some tensions regarding the role of the members. While the teacher is using the partnership as a valuable resource to create a succession of meaningful experiences for learning, the local actor is using it to get some recognition for his work and share his message within the community. This implies requestioning the role of school in society, as the institution becomes helpful not only for the young generation but also to empower the local community and its cohesion.   Outcomes in terms of experiential learning are discussed, along with the processes of decolonization and reinhabilitation inherent to the approach. The relevance of such partnership is also discussed as a tool to implement Environmental and Sustainable Education (ESE), as the findings reveal its great potential for working on Sustainable Development Goals (SDGs) and issues that concern the local community, englobing the values expressed by its members. The crucial role of the teachers to ensure the adequacy of the approach is enhanced.

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The surge in online shopping has resulted in decreased customer presence in brick-and-mortar stores. To attract customers, retailers need to enhance the experiential value of their environments. Lighting plays a crucial role in creating appealing spaces and guiding customers.  Through a  comparative analysis of "Normal" and "Rituals" stores, this study examines how lighting differentiates retail environments, focusing on parameters like color temperature and intensity differences. In addition, a case study is conducted on "The Crystal Chandelier," a dynamic light art installation at Westfield Mall of Scandinavia, to analyze how it enhances the experiential value in retail highlighting the importance of dynamic visuals and color variations in creating immersive experiences. Specifically, the study investigates "Outside Insight," a skyspace created by James Turrell in Stockholm, using a mixed-methods approach. The research examines the lighting qualities of Skyspace and its potential to create an immersive retail environment. The findings suggest that strategic use of color transitions, illumination, and correlated color temperature variations can, enhance visual stimulation, and evoke energy and excitement. Moments of color stability promote comfort and deeper engagement with displayed items. These insights demonstrate the potential of perceptual light art in designing retail environments, particularly in the personal care retail sector.

Studiens syfte var att beskriva och förstå ledares uppfattningar om hur de utvecklat förmågan att anpassa deras ledarskap till varje unika medarbetare, situation och förändring. Studien utforskade vilka beteenden och kompetenser ledare uppfattar att de behöver för att bäst veta hur de ska anpassa sin ledarstil till olika förutsättningar samt hur de upplever att formellt, informellt och erfarenhetsbaserat lärande bidragit till att utveckla deras anpassningsförmåga. Kvalitativa data valdes att samlas in med semistrukturerade intervjuer då detta möjliggjorde att lägga fokus på tolkande, förståelse och beskrivning av olika sociala verkligheter. Studien visade att beteendeflexibilitet och kognitiva, interpersonella samt intrapersonella kompetenser av ledare anses vara viktiga för att anpassa sitt ledarskap. Särskilt tas emotionell reglering, empati, intuition, problemlösning, kreativitet och förmågan att ändra perspektiv upp. Formellt lärande via kurser kan bidra till anpassningsförmågans utveckling men informellt och erfarenhetsbaserat lärande i form av variation i erfarenhet över tiden, utmaningar och misstag anses effektivare. För att anpassbarhet ska kunna utvecklas via erfarenhet krävs enligt ledarna olika individuella, kollektiva och organisatoriska förutsättningar som till exempel förmågan att ifrågasätta sig själv, återkoppling, dialog, tid och en positiv arbetsmiljö som tillåter fel. / The study's purpose was to investigate leaders’ perception of how they have developed their ability to adapt their leadership style to each unique employee, situation and change. The study explored which behaviors and skills leaders perceive they need in order to best know how to adapt their leadership style to different conditions, and how they feel that formal, informal and experiential learning contributed to developing their adaptability. Qualitative data was chosen to be collected with semi-structured interviews as this made it possible to focus on interpretation, understanding and description of different social realities. The study showed that behavioral flexibility and cognitive, interpersonal and intrapersonal competencies of leaders are considered important for adapting their leadership. In particular, emotional regulation, empathy, intuition, problem solving, creativity and the ability to change perspective are addressed. Formal learning via courses can contribute to the development of adaptability, but informal and experiential learning in the form of variation in experience over time, challenges and mistakes is considered more effective. In order for adaptability to be developed through experience, leaders mean that various individual, collective and organizational conditions are required, such as the ability to question oneself, feedback, dialogue, time and a positive work environment that allows mistakes.

This qualitative research study investigates the perceptions of internships by seven students enrolled in a liberal arts program at an urban four-year R1 research institution; the study aims to understand why these students elected to participate in internships for academic credit when they are not required—Moreover, it explores how characteristics of the internships, such as payment or lack thereof, influence their overall perceptions of the internship experiences and value. This study uses Dewey and Kolb’s theoretical frameworks to emphasize the importance of concrete, hands-on approaches to pragmatic, real-world experiences. As we strive to develop an understanding of student’s internship experiences and their role in prepping them for future careers, we must comprehend how these experiences add value to students beyond the classroom.Purposive sampling in a case study methodology, including semi-structured interviews using open-ended questions, was used to dig into each participant’s perceptions of internships. Participants were asked why they elected to complete their internship for academic credit, what motivated them to do an internship, and their overall perceptions of internships, among other topics. The emerging themes were career clarification through internships, career development, and career-related outcomes. Several sub-themes emerged from the interviews, including exploring career interests and career paths, navigating uncertainty around career choices, learning and personal growth, career planning, skills development, and personal development. The participants were also asked whether they think internships should be mandatory for all students; the general census was yes, and they should be incorporated into the curriculum of the institution. / Educational Leadership

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