Today’s business environment is experiencing different types of collaboration between startup companies and big corporations. The aim of this research is to highlight the challenges that corporations are facing during the integration with startups and identify potential actions which are taken by corporations to address them. Existing literatures in this field have been reviewed to settle down an analytical model as the basis for this research study. This research has conducted a qualitative case study on a big tech corporation in energy sector. Six semi-structured interviews with top managers and decision makers in this corporation have performed to collect the primary data. The findings show that challenges in people integration, speed of integration, communication quality, complex processes and functional area fit do exist while the company under study is integrating with startups and they are taking certain actions to supress these challenges. These actions are utilization of middlemen, existing projects, training, and expert’s evaluation on startups’ maturity level. This research concluded that some of the identified challenges are interconnected and, moreover, it is possible to tackle several challenges with a common action. The results of this thesis can instruct other corporations and give them a better understanding of possible actions on challenges during the integration with startups.

Historically, system integration of ERP system and other existing IT systems within anorganization has always been a complex challenge, both technically and organizationally. Inmany cases, the budget for system integration corresponds 30-40% of the whole IT budget.Since system integration accounts for a large part of the cost during acquisitions andimplementation of an ERP system, companies are interested in the challenges that exist duringsystem integration, to simplify the integration process and hence reduce the costs. Tounderstand the challenges, a case study at Company X has been performed. The ERP systeminvestigated in the case study is Microsoft Dynamics AX.The purpose with this study is to investigate challenges that exist in large organizations duringsystem integration of ERP system and other IT systems that exist in the organization andthereby understand how integration can be developed in a more efficient way.The study entails an extensive literature study and two rounds of data collection throughqualitative interviews.The results showed that the challenges that exist at Company X are mainly organizational.Technical challenges coexist but they have a much less significant impact than theorganizational challenges. This can be explained by that there has been a heavier focus onsolving the technical related problems and maybe to some extent neglected the impactorganizational problems can have on system integration. Possible actions includes centralstrategy concerning how to work with Dynamics AX, it’s growth and future initiatives,policies and framework regarding working methods, increased authority and decision rights tothe group working with AX as well as minimize customizations and own development.

Depuis la fin des années 1990, la recherche s’intéresse de plus en plus à l’insertion professionnelle des enseignants immigrants. On soutient généralement que ceux-ci présentent une richesse pour les sociétés d’accueil (Bascia, 1996 ; Bauer et Akkari, 2016 ; Beynon, Ilieva et Dichupa, 2004 ; Broyon, 2016 ; Deters, 2006 ; Kailasanathan, 2013 ; Myles, Cheng et Wang, 2006 ; Niyubahwe, Mukamurera et Jutras, 2019 ; Phillion, 2003 ; Quiocho et Rios, 2000). Pourtant, les défis auxquels ils font face peuvent devenir sources de tensions et compromettre la réalisation du projet migratoire (Niyubahwe, 2014). Ceci peut provoquer une remise en question sur le plan identitaire et ébranler des conceptions fortement ancrées en ce qui a trait à l’image de soi comme enseignant, ainsi qu’au rapport avec les élèves, les enseignants et la profession (Duchesne, 2017 ; Laghzaoui, 2011 ; Niyubahwe, 2014). Cette recherche vise à comprendre comment ces enseignants négocient le passage d’une identité professionnelle construite dans leur pays d’origine vers une nouvelle identité d’enseignants au Québec. L’analyse, soutenue par les concepts d’insertion professionnelle en enseignement (Mukamurera, Martineau, Bouthiette et Ndoreraho, 2013), de stratégies d’acculturation (Berry, 2005) et d’identité professionnelle (Dubar, 2015), s’intéresse au processus dynamique et interactif de construction identitaire d’enseignants immigrants. Elle permet d’identifier des défis d’acculturation spécifiques à leur insertion professionnelle, de décrire les stratégies mobilisées et d’expliquer le processus de négociation identitaire permettant de se redéfinir comme enseignants en contexte québécois. La collecte de données de cette recherche qualitative interprétative a été réalisée à l’aide d’un questionnaire en ligne ainsi que des entretiens individuels et collectif, semi-dirigés. Les résultats montrent que les défis recensés par les participants concernent majoritairement l’accès à l’emploi. De plus, une perception de discrimination relative au statut ou à l’origine ethnoculturelle est souvent évoquée. Des tensions identitaires se reflètent par une incohérence entre l’image de soi comme professionnel, avant et après l’immigration. Celles-ci entrainent la mobilisation de stratégies d’acculturation visant à négocier ces tensions pour se redéfinir professionnellement. L’analyse permet de constater une forte représentation des stratégies d’assimilation (Berry, 2005) associée au désir de se conformer aux attentes du milieu. De plus, certaines stratégies d’intégration (Berry, 2005) sont identifiées, illustrant l’établissement d’échanges interculturels favorisant une contribution à la société d’accueil. L’interprétation des résultats permet de dégager deux contributions principales de la recherche : l’illustration de postures de négociation identitaires mettant en évidence le rôle des interactions dans le développement de l’identité professionnelle d’enseignants immigrants, et l'adaptation d’un modèle d’analyse des défis d’insertion professionnelle qui tient compte de la phase postmigratoire du parcours. De plus, la thèse contribue aux connaissances en matière d’intégration culturelle en proposant au milieu scolaire, aux ministères concernés et aux universités, des pistes de réflexion au sujet des besoins des enseignants immigrants en insertion professionnelle. Ces pistes pourront aussi alimenter la réflexion des instances concernées au sujet des mesures à mettre en place pour favoriser la rétention du personnel scolaire, la qualité de l’enseignement ainsi que la persévérance scolaire des élèves. / Since the late 1990s, research has increasingly focused on the professional integration of immigrant teachers. It is generally argued that these professionals represent a positive contribution to host societies (Bascia, 1996 ; Bauer & Akkari, 2016 ; Beynon, Ilieva & Dichupa, 2004 ; Broyon, 2016 ; Deters, 2006 ; Kailasanathan, 2013 ; Myles, Cheng & Wang, 2006 ; Niyubahwe, Mukamurera & Jutras, 2019 ; Phillion, 2003 ; Quiocho & Rios, 2000). However, the challenges they face become sources of tension, compromising the migration project (Niyubahwe, 2014). This can provoke a questioning about their identity and undermine their conceptions regarding their self-representation as teachers, as well as the relationship with students, teachers and the profession (Duchesne, 2017 ; Laghzaoui, 2011 ; Niyubahwe, 2014). This research aims to understand how these teachers negotiate the transition from a professional identity developed in their country of origin, to a new teacher identity in Quebec. The analysis, supported by the concepts of professional integration in teaching (Mukamurera, Martineau, Bouthiette & Ndoreraho, 2013), acculturation strategies (Berry, 2005) and professional identity (Dubar, 2015), focuses on the dynamic and interactive process of immigrant teachers identity development. The analysis allows us to identify the challenges of acculturation specific to their professional integration, to describe the strategies they mobilized and to explain the identity negotiation process that allows them to redefine themselves as teachers in Quebec. For this interpretative qualitative research the data was collected using an online questionnaire as well as semi-structured individual and group interviews. The results show that the challenges identified by the participants mainly concern employment access. In addition, a perception of discrimination regarding ethnocultural status or origin is often mentioned. Identity tensions are also reflected in an inconsistency between the image of themselves as professionals, before and after immigration. These lead to the mobilization of acculturation strategies to negotiate these tensions in order to redefine their professional identity. The analysis shows a strong representation of assimilation strategies (Berry, 2005) associated with the desire to conform to the environment's expectations. In addition, certain integration strategies (Berry, 2005) are identified, illustrating the establishment of intercultural exchanges contributing to the host society. Scientifically, the research shows two main contributions: the illustration of identity negotiation postures highlighting the role of interactions in the development of immigrant teachers' professional identity, and the adaptation of a model for analyzing the challenges of professional integration that takes into account the migratory path. In addition, this thesis contributes to knowledge of cultural integration by offering school establishments, concerned ministries and universities, avenues regarding the needs of immigrant teachers. These could also stimulate the reflection of the authorities concerned about the measures to put in place to promote the retention of school personnel, the quality of teaching, as well as students' academic perseverance.

This master’s thesis was conducted in the spring of 2024 at Väderstad AB, a companyknown for producing high-performance agricultural machines, such as seeding machines. Among these machines, the Seed Hawk 600-900C is an important machine for thecompany’s future. The innovation department at Väderstad has developed an automatic Bag Slicer, capable of slicing large bags of seeds/fertilizer without requiring the farmer to climb onto the machine, a cumbersome and hazardous task. Several challenges arisein integrating the Bag Slicer onto their machines, which has hindered its implementation.These challenges have been thoroughly investigated, and one has been selected as thepriority for resolution: enabling the observation of the filling process without the need for climbing onto the hopper. To address this challenge, theoretical studies, concept development, and investigations in the 3D software Blender have been conducted. Creo Parametric was utilized to assemble the Bag Slicer onto the Seed Hawk machine and design other essential components. Coloring, animations, and renderings were created in Blender to create a configuration of cameras, lights, cables, and investigate their properties. This configuration provides users witha comprehensive overview of the filling process and enables operation of the Bag Slicerin the field from the safety of a tractor or wheel loader. Consideration has been given to the conditions occurring inside and around the Seed Hawk machine when specifyingall the different components and operational requirements. The entire configuration was compiled into a complete list of specifications, constituting the main result of this thesis.