The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts.The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two.In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become. / Disputationen sker den 2009-10-16, Tillbergsalen, Campus Konradsberg, hus T, Rålambsvägen 32, Stockholm, 10:00

A successful Customer Relationships Management (CRM) implementation helps organisations to obtain competitive advantages over others by improving customer satisfaction and loyalty, increasing revenue and reducing operating costs. Effective CRM implementation has become more and more important owing to the huge percentage of failures that occur. This year, organisations are expected to spend about $13billion on implementing CRM. While a significant amount of research has been conducted into CRM implementations, particularly with respect to Critical Success Factors (CSFs), only a minority of the implementations have been successful. Culture plays a major role in CRM implementation. It is ranked one of the top three factors involved in CRM's CSFs. Culture, therefore, become significant issues when planning to implement CRM within the developing countries, such as the Kingdom of Saudi Arabia (KSA) due to its existing cultural differences. Very limited research into CSFs for CRM implementation in the KSA exists. This research, therefore, focuses on identifying the CSFs and their interrelationships for CRM implementation in the KSA with the ultimate aim of developing an integrated model that includes these factors and their interrelationships to support effective implementation of CRM solutions within the private sector of the KSA from both organisations' and customers' perspectives. It adopts an integrated mix of case study and Grounded Theory as a research strategy. Data was collected through semi-structured interviews and documentation, which was then analysed using Grounded Theory data analysis. The findings showed that adoption of CRM in the KSA revealed some additional CSFs to those found within other studies, such as customer culture and the country's policies and procedures. The interrelationships between the CSFs of CRM were identified and shown to be vital for successful CRM implementation. The results identified the relationships between CRM's CSFs and their key development stages. The findings were interpreted by using Institutional Theory. It was found that implementing a CRM solution as a response to institutional isomorphism pressures could lead to a conflict and mismatch of institutional logics among customers and CRM solutions. Organisations subjected to these pressures implemented CRM without the advantage of a cost-benefit analysis. This increased the failure of CRM adoption. This research makes six major contributions. Firstly, a theoretical contribution was made by applying Institutional Theory to enrich the understanding and interpretation of the research's findings. This provided useful insight into the main factors that affect the adoption of CRM and extended the line of research on the use of this theory to study Information Systems (IS) in organisations. Secondly, the development of the research model presented the CSFs that affected the adoption of CRM solutions and their interrelationships from both the organisations and customers' perspectives within KSA. Thirdly, the research identified thirty-one cause-and-effect relationships between CSFs that need to occur in a dependency mode for the success of CRM implementation. Fourthly, it identified that each CSF needs to be executed in certain stages during the CRM's development life cycle. Fifthly, this research provides organisations within the private sector in the KSA (those that intend to implement CRM solutions) with an extensive way of thinking about its CRM implementation. Finally, this research is one part of the very limited research focusing on the implementation of CRM solutions within the private sector in the KSA.

The current volume of research in the field of High Performance Work Systems (HPWS) is focused on identifying the factors, which influence their effectiveness. The realisation that there is a need to move forwards from the structural aspects of HPWS towards understanding their implementation has led to two new sectors of research. The first sector is investigating the role of actors in implementation using aspects such as cross functionality, shared responsibility and interaction. Another sector is investigating the impact of contextual factors on the implementation of HPWS. This research has combined the two sectors and looks at the implementation of HPWS from the perspectives of both the actors and the environment. This research investigates how the interaction between actors affects the implementation of HPWS. Also how internal and external institutional factors affect this interaction as well as the implementation. This research is qualitatively based on an interpretivist paradigm. Case study research design was used to conduct the research. Two Saudi Arabian banks were selected as case studies. Data was collected using 54 semi-structured interviews and 61 focus group interviews. Data about implementation and the impact of institutional factors was obtained through semi-structured interviews with human resource managers, line managers and senior managers. Data about employee outcomes was obtained using focus group interviews with the employees. This research finds evidence of conflict between the intended and actual outcomes of HPWS in the Saudi banking sector due to institutional pressures. This research contributes and extends the growing body of research on HPWS implementation by including the interaction of actors and accounting for institutional pressures. The finding highlights that the combination of these two factors are contextual institutional conductors and contribute to diversity in the implementation of HPWS practices. The managerial benefit of this research is that its model can help practitioners to improve their social interaction conditions for better performance.

This dissertation is a multi-level, cross-cultural study of women in leadership conducted with both macro-society data and individual-level data aggregated to the country level. The research questions are, “What macro and micro forces are hindering or advancing women into business or political leadership?” “How do these forces impact the level of women’s involvement in business and political leadership in a particular country?” Data was collected from 10 secondary sources, available for 213 countries, and includes about 300 variables for business leadership (N=115) and political leadership (N=181). To date, most women in leadership research has been Western- or US- based, and little rigorous empirical, multi-level research has been done across countries. The importance of cross-cultural studies on women in leadership stems from the potential to better understand why some countries have more women in positions of both business and political leadership; and the factors that affect women’s involvement in such positions in different countries. A “Levels of Women’s Participation in Leadership” country model is tested using cluster and discriminant analyses. Results indicate that the factors that affect women’s participation in leadership in countries with fewer women leaders are different from the factors that affect women’s participation in countries with high levels of participation. This dissertation proposes that initiatives to increase participation of women in leadership need to consider the relevant factors that significantly affect countries at certain Levels of Women’s Participation in Leadership.

The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts. The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two. In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become.