Background: The traditionally homogeneous work environment, historically associated with physical locations such as offices and buildings, has undergone significant changes in recent years. This change has been driven by technological innovation, cultural development and external challenges, an accelerator in this process was the global spread of covid-19, which radicalized the traditional way of working. Purpose: The purpose of this study is to create a deeper understanding of how leadership has been affected in step with work environment changes. A delimitation has been made towards an explicit work environment, the hybrid environment.  Methodology: Through a combination of literature review and qualitative data collection methods such as interviews, has this study investigated how leadership practices have changed and adapted to the hybrid work environment in symbiosis with what challenges and adaptations, have developed.  Result: The results show that leaders must now be more empathetic, communicative, and consultative than before. They also need to possess a combination of emotional and technical skills to effectively navigate the complexity that the combined work environment entails. In addition, the importance of being able to manage and understand team dynamics and the emotional needs of individuals has become more prominent. Conclusion: Today's leaders, which are operating in hybrid work environments, face the challenging task of balancing technical competence along with human dynamics. To be effective, these leaders must be agile, forward-thinking and tech savvy. Success lies in their ability to combine innovative methods with a deep understanding of human interaction, which is critical to their effectiveness in this rapidly changing work environment.

This study, aims to create a deeper understanding of what expectations Generation Y has on their future leadership, especially the aspects of an educational leadership that can be adapted for this generation. The study is based on both qualitative and quantitative data. The research questions in this study are “What expectations does generation Y have on leadership in the future?” and “To what extent does generation Y value different aspects of an educational leadership?”. Considering earlier research, the study will present theories within the fields of Generation Y, generational differences, leadership, educational leadership, workplace learning and leadership in changing environments.  The research method used for collecting data for this study is a questionnaire and the data collection has happened during two separate occasions. The questionnaire contains both open and closed questions and has been answered by 60 people born between 1981-1997. The data has been processed using thematic coding and a deductive approach. The study uses two types of leaderships for learning and together they form the theoretical framework for this study. The analysis of the empirical material reveals that the group values freedom and responsibility, a caring and encouraging leader who invests in their employees’ personal development. When it comes to learning in the workplace the group wants to be challenged to learn and grow within the frame of their work. They also want their leader to promote thinking outside the box that will help the group to develop new skills. Besides from that, they also want to learn continuously in their daily work and they want their leader to take initiative for activities that promotes their employees’ learning. This can be activities such as work trips, conferences or personal development plans.  The conclusion is that an educational leadership is appreciated by this group and that there are no big differences regarding what type of learning is preferred. However, a leadership based on development is a bit more preferred than the adjustment-based leadership. In addition, the study exposes some other expectations beyond the content of the theoretical framework, such as freedom and responsibility, as well as a leader who is caring, who challenges and encourages their employees. In conclusion, these factors can be taken into consideration when organizations want to attract or retain this generation in the workplace. / Denna studie syftar till att bidra med förståelse kring generation Ys förväntningar på framtida ledarskap med särskilt fokus på de pedagogiska aspekterna av detta ledarskap. Utifrån detta syfte formulerades två forskningsfrågor: “Vilka förväntningar har generation Y på framtidens ledarskap?” och “I vilken utsträckning värdesätter generation Y olika aspekter av ett pedagogiskt ledarskap?”. Den tidigare forskning som legat till grund för studien handlar om generationer i allmänhet och generation Y i synnerhet, och redan befintlig kunskap om ledarskap, pedagogiskt ledarskap, arbetsplatslärande samt ledarskap i förändringsmiljöer. Studiens empiriska material har samlats in med hjälp av en enkät som består av både öppna och slutna frågor. Enkäten har skickats ut i två omgångar och besvarats av totalt 60 personer födda mellan 1981-1997. Det insamlade empiriska materialet har analyserats både induktivt (genom en tematisk analys) och deduktivt. Utgångspunkten för den deduktiva analysen är tagen i Wallos (2008) beskrivning av två typer av ledarskap för lärande. Analysen av det insamlade empiriska materialet indikerar att urvalsgruppen - som alla tillhör generation Y - värdesätter frihet under ansvar, samt en omhändertagande ledare som investerar i deanställdas personliga utveckling på arbetsplatsen. När det kommer till lärande på arbetsplatsen vill studiens informanter bli utmanade på arbetsplatsen. De vill även att ledaren främjar nytänkande på arbetsplatsen samt att hen uppmuntrar sina anställda att hitta nya lösningar inom ramen för deras arbete. Förutom det, vill de även gärna att lärandet sker kontinuerligt i det dagliga arbetet samt att ledaren tar initiativ till aktiviteter som bidrar till medarbetarnas lärande. Detta kan vara aktiviteter så som arbetsresor, konferenser eller personliga utvecklingsplaner. Slutsatsen i studien blir således att ett pedagogiskt ledarskap värdesätts av informanterna ochatt det inte finns avsevärda skillnader i vilken typ av lärande som föredras. Däremot värderar informanterna det utvecklingsinriktade ledarskapet en aning mer än det anpassningsinriktade. Utöver arbetsplatslärande uppskattar informanterna frihet under ansvar, att bli utmanade, stöttade och sporrade på arbetsplatsen. Således kan dessa attribut tas i beaktande då organisationer vill locka eller bibehålla denna generation på arbetsplatsen.