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<p>School leaders face the challenge of creating and maintaining learning during rapid and complex conditions. Some of the challenges associated with leadership based on authenticity in intercultural schools will be discussed. The purpose of this essay is to describe and gain an insight into three school leaders´ views on leadership in multicultural schools. The study is based on scientific articles and the survey consists of interviews with head teachers in different multicultural schools. The hermeneutic research approach has been the basis for this study through qualitative interviews and collected data for analysis. To get a better understanding of the issues this essay culminates in, different leadership styles are shortly presented. The characteristics that underpin this study will hopefully be better understood through definitions of key concepts. In an attempt to further define authentic leadership, the concept of authentic followership will be introduced and discussed. Effective leadership in intercultural schools requires genuine understanding and action. In line with this, various strategies are proposed by which leaders can consciously transform and better understand the problems and find solutions in intercultural school contexts.</p>

<p>Leadership has been one of the most interesting research areas for academicians and practitioners for many years. (Hughes et al, 2006, p. 22) defined leadership as an interaction process of leader, follower and situation that showed its complex character. Within this complexity, a leader behavior was studied in the past with different dimensions of behaviors. The behavior of leaders can have an impact on the performance and effectiveness of organizations. Leadership behaviors have been studied considering gender and different situations. The interaction between gender and situation is emphasized as a focal point in this study.</p><p>The main objective of this study is to look up for the gender and situation interaction for the determination of leadership behaviors of female managers. It means the impact of the two interactions on the leader behavior of female managers is investigated.  In order to achieve the determined objective, two different sectors, which are construction and nursing, are selected. The gender differences between the workers of these fields and the tasks performed in the area constitute reasons for us to work on these two different working situations in order to achieve our objective. To find out the differences as well as similarities between the leader’s behaviors in these work situations, task and relation oriented behaviors are used as it is the dominant one when the leader behavior is studied in relation to gender and situation. The authors of this paper believed that studying female leaders in specific working situations can create new knowledge about female leaders in those identified cases.</p><p>A qualitative study with semi-structured interview is employed by having eight samples of female leaders from construction and nursing organizations found in Northern Sweden.  Previously determined behaviors in task and relation category are used to identify the leaders’ behavior in these organizations. Based on the qualitative results, the findings revealed that leaders in nursing have more of relation behaviors than the task behaviors.  Female leaders in construction also show behaviors that mainly characters relation than task oriented behaviors. Therefore, the finding shows that female leaders have both task and relation behaviors with more of relation oriented behaviors in both cases. Finally, the study concludes that the interaction between gender and situation does not determine the leadership behaviors of female managers, where more of relation oriented behavior is identified in both cases.</p>

<p>This dissertation is about leader development. It focuses on similarities and differences between contents in different in-house leader development programs, and on how these programs are organized. The purpose is to contribute knowledge about leader development in Swedish working life, by describing and analyzing different organizations’ ways of doing leader development from a context-actor perspective. Very little research has been undertaken about leader development from a comparative perspective, although leader development is a question of current interest, and can be viewed as a fashion now in the beginning of the 21st century. The context-actor perspective that I use as theoretical point of departure is influenced partly by Bhaskar’s transformational model of social activity, partly by institutional theory and the notion of isomorphic processes, containing powers in the context of the organization in combination with local actors. An educational culture is seen as a single organization’s specific way to manage leader development. The dissertation is chiefly based on a case study of six organizations’ leader development. I have interviewed 13 persons that had the responsibility for creating, carrying out and developing leader development efforts in these organizations. I also studied different documents from these organizations, and observed when actors from one of the organizations met their colleagues from similar organizations for discussions concerning leader development. The analysis of the data has had a distinct feature of abduction, and I used eight constructed aspects and 131 variables when comparing the organizations. My results suggest that the organizations’ educational cultures had both overarching similarities and considerable differences. The deeper I probed into the ways in which the organizations did leader development, the more specific details I found. Most of the dissimilarities that appeared in the comparison turned out to be exclusive to specific organizations rather then to groups of organizations. The organizational level appeared as the most important context for shaping the specific characteristic of the different leader development programs. Likewise, the branch level and national level seem to play a central role, but the sector level turned out to be the context with the least importance for the organizations’ ways of doing leader development. For the national level it is possible to argue that the similarities the organizations showed may constitute an example of the spirit of the times and everyday talk about leader development that can be found in Swedishworking life. The actors turned out to be part of the organizations’ human resources, and they were not seldom human resource managers and women. It was above all these actors that had the responsibility for and organized the leader development. The interplay between the actors and the context can be described in terms of the actors as creators of culture and bearers of culture respectively. There is consequently a potential for both transformation and reproduction as a result of the interplay between the powers that contexts and actors constitute. From the actors’ statements it is obvious that they saw themselves as active actors. Overall, the research indicates that it is reasonable to describe an organization’s educational culture as a result of how the actors have interacted with different contexts. The existence of certain leader development ideals in Swedish working life is not necessarily a determining factor for how a single actor chooses to work with the leader development in a certain organization, though it depends on the latter.</p>

<p>Purpose/Aim: The comprehensive purpose is to study how the political journalism is framed, and how the party leaders, with focus on the authority, are constructed in the press.</p><p>Material/Method: Firstly 84 articles articles printed in the swedish newspapers Aftonbladet, Dagens Nyheter and Svenska Dagbladet have been analysed. Secondly, a textual analysis by means of a critical discourse analysis.</p><p>Main results: Media are inclined to frame politics as a game or a strategic race. The partyleaders are ascribed authority in different ways. This ascribed authority can also be deconstructed.</p><p>Key words: Media and politics, party leader, discourse, democracy, framing theory</p>

Thesis (Ph.D. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2007.

Contents: Leader empowering behaviour -- Organisational commitment -- Turnover intention -- Work performance -- Productivity / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Background: The description of different characters in soapoperas are often exaggerated to catch the viewers interest and to present an exiting content. The phenomenon that takes place in soapoperas can often relates to every-day- life-situations. The viewers should recognise them selves in the content, the imaginary situations and the characters should be normal but at the same time exaggerated and twisted to catch the viewers attention. This means that the characters in Rederiet should have connections to the real world and this makes it interesting to study how the different styels of leadership are descibed. Purpose: The purpose is to analyse and compare three choosen characters in the soapopera Rederiet, from existing leadership thoeries. To identify leadership on three hierarchical levels – head of machinery, superintendent and captain – and to analyse how leadership are descibed in the soapopera. Realization: The study is based on videotaped episodes of the soapopera Rederiet. Conclusion: The mediate illustrations can be compared to the scientific theories. The three managers are different from eachother. Leadership depends on the managers acting, in the soapopera and in real life. The mediate illustrations shows that leadership are different and dependent on personality and hierarchical position. This holds for Rederiet and for real organizations.

This dissertation is about leader development. It focuses on similarities and differences between contents in different in-house leader development programs, and on how these programs are organized. The purpose is to contribute knowledge about leader development in Swedish working life, by describing and analyzing different organizations’ ways of doing leader development from a context-actor perspective. Very little research has been undertaken about leader development from a comparative perspective, although leader development is a question of current interest, and can be viewed as a fashion now in the beginning of the 21st century. The context-actor perspective that I use as theoretical point of departure is influenced partly by Bhaskar’s transformational model of social activity, partly by institutional theory and the notion of isomorphic processes, containing powers in the context of the organization in combination with local actors. An educational culture is seen as a single organization’s specific way to manage leader development. The dissertation is chiefly based on a case study of six organizations’ leader development. I have interviewed 13 persons that had the responsibility for creating, carrying out and developing leader development efforts in these organizations. I also studied different documents from these organizations, and observed when actors from one of the organizations met their colleagues from similar organizations for discussions concerning leader development. The analysis of the data has had a distinct feature of abduction, and I used eight constructed aspects and 131 variables when comparing the organizations. My results suggest that the organizations’ educational cultures had both overarching similarities and considerable differences. The deeper I probed into the ways in which the organizations did leader development, the more specific details I found. Most of the dissimilarities that appeared in the comparison turned out to be exclusive to specific organizations rather then to groups of organizations. The organizational level appeared as the most important context for shaping the specific characteristic of the different leader development programs. Likewise, the branch level and national level seem to play a central role, but the sector level turned out to be the context with the least importance for the organizations’ ways of doing leader development. For the national level it is possible to argue that the similarities the organizations showed may constitute an example of the spirit of the times and everyday talk about leader development that can be found in Swedishworking life. The actors turned out to be part of the organizations’ human resources, and they were not seldom human resource managers and women. It was above all these actors that had the responsibility for and organized the leader development. The interplay between the actors and the context can be described in terms of the actors as creators of culture and bearers of culture respectively. There is consequently a potential for both transformation and reproduction as a result of the interplay between the powers that contexts and actors constitute. From the actors’ statements it is obvious that they saw themselves as active actors. Overall, the research indicates that it is reasonable to describe an organization’s educational culture as a result of how the actors have interacted with different contexts. The existence of certain leader development ideals in Swedish working life is not necessarily a determining factor for how a single actor chooses to work with the leader development in a certain organization, though it depends on the latter.

Leadership has been one of the most interesting research areas for academicians and practitioners for many years. (Hughes et al, 2006, p. 22) defined leadership as an interaction process of leader, follower and situation that showed its complex character. Within this complexity, a leader behavior was studied in the past with different dimensions of behaviors. The behavior of leaders can have an impact on the performance and effectiveness of organizations. Leadership behaviors have been studied considering gender and different situations. The interaction between gender and situation is emphasized as a focal point in this study. The main objective of this study is to look up for the gender and situation interaction for the determination of leadership behaviors of female managers. It means the impact of the two interactions on the leader behavior of female managers is investigated.  In order to achieve the determined objective, two different sectors, which are construction and nursing, are selected. The gender differences between the workers of these fields and the tasks performed in the area constitute reasons for us to work on these two different working situations in order to achieve our objective. To find out the differences as well as similarities between the leader’s behaviors in these work situations, task and relation oriented behaviors are used as it is the dominant one when the leader behavior is studied in relation to gender and situation. The authors of this paper believed that studying female leaders in specific working situations can create new knowledge about female leaders in those identified cases. A qualitative study with semi-structured interview is employed by having eight samples of female leaders from construction and nursing organizations found in Northern Sweden.  Previously determined behaviors in task and relation category are used to identify the leaders’ behavior in these organizations. Based on the qualitative results, the findings revealed that leaders in nursing have more of relation behaviors than the task behaviors.  Female leaders in construction also show behaviors that mainly characters relation than task oriented behaviors. Therefore, the finding shows that female leaders have both task and relation behaviors with more of relation oriented behaviors in both cases. Finally, the study concludes that the interaction between gender and situation does not determine the leadership behaviors of female managers, where more of relation oriented behavior is identified in both cases.