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Thesis (MBA.) -- University of Limpopo, 2022 / In today‟s post-modern era, the role of women-owned small businesses in economic development is inevitable. Women are willing to act in business and contribute to the nation‟s growth. However, most women in small businesses face a wide variety of challenges both in starting and in growing their business ventures. Some of the challenges relate to lack of skills and an environment that is not favourable to women small business owners. Thus, a study was conducted in Lepelle-Nkumpi local municipality in Limpopo Province. The aim of the study was to investigate the challenges faced by women-owned small businesses in the Lepelle-Nkumpi local municipality, Limpopo Province of South Africa. The study used a qualitative research method to collect data. Fifteen (15) individuals participated in the study; twelve (12) of the participants were women who owned small businesses in the municipality and three (3) of the participants were officials working in the LED unit. Participants in the study were chosen purposively because of the knowledge that they possessed. Semistructured interviews were used in the qualitative study to collect data. The study discovered that some of the challenges included lack of skills and training, lack of access to finance, lack of marketing strategies and inadequate resources. Thus, the study recommended that the municipality should provide need-based training for small business owners.

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The ultimate aim of this work is to contribute to the knowledge of how trust influences and relates to those practices that best support student development and growth as educated and productive citizens, prepared to share in our democratic society-which is the ultimate purpose of our schools (Dewey & Dewey, 1915). Specifically, this thesis investigates the role of trust in relationships between school principals and teachers. A comparative analysis of available literature was conducted using grounded theory methodologies to inform the development of a proposed conceptual model describing the role of trust in organizational processes within the school, specifically between the principal and the teacher. There is sufficient literature in the realm of leadership theory and organizational behavior and psychology to justify the links among motivation, action, and outcomes. The intent of this treatise is not to spend an inordinate amount of time rehashing these well-established links. What is distinctive in this model is the assertion that trust relationships are a prerequisite for motivation, and therefore the subsequent actions and outcomes of a leadership process. Therefore, a large majority of this work is devoted to developing a strong understanding of trust, the components of trust, and the underlying need for trust. Examples from the literature and personal experience are then used to suggest future study to validate the groundedness of the model and to suggest ways for educational leaders to build trust within their organizations, using the model to predict outcomes of each strategy, and to promote student achievement.

Digital startup firms are key actors in innovation landscapes and a viable part of the Swedish tech industry. They operate within hypercompetitive environments, which are dynamic and volatile due to the nature of digital technologies. However, startups often face challenges such as limited resources in terms of finances, skills, and knowledge that affect their preconditions for innovation. Previous research has failed to address the unique characteristics and required management competencies of startups engaged in digital innovation. We aim to contribute to the field of IS and digital innovation, but also provide deeper insights for new startups on how to manage digital innovation. Therefore, we explore the following research question: how do digital startups manage innovation? We have conducted a multiple case study and our findings included two different approaches for digital innovation management in startups - knowledge-push and need-pull. Our findings suggest that these different approaches to digital innovation management affect several activities within the startups. These are: strategic use of data, value creation, financial resources, knowledge-sharing/capabilities, and networking. Further, we suggest practical implications for startups and suggestions for future research.

Efter att corona pandemin sveptes över världen ändrade detta det traditionella arbetssättet, människor runtom i världen fick anpassa sina arbetssätt efter pandemin och distansarbete blev standard. Syftet med denna studie är att undersöka hur distansarbete påverkar arbetsmotivationen och dess samband. De aspekter i arbetsmotivationen som har undersökts är autonomi, kompetens och samhörighet och hur de har påverkats av distansarbete och motivationsteorierna som behandlas i undersökningen är Maslows behovsteori och självbestämmandeteorin. Insamling av data har skett med en kvantitativ metod genom en egenutformad enkät. Resultat visar att det inte finns något samband vad gäller distansarbete och arbetsmotivation överlag, men lägger man till variabler som ålder och antal år på arbetsplatsen kan man se svaga samband. Resultatet visar inte heller något signifikant samband mellan autonomi och distansarbete, däremot visar resultatet ett negativt samband mellan distansarbete och aspekterna kompetens och samhörighet. / When the corona pandemic swept across the world, it changed the traditional way of working, people around the world had to adapt their ways of working when the pandemic ended and teleworking became the standard. The purpose of this study is to examine the way teleworking has affected work motivation among employees and its relations. The aspects of work motivation that have been examined in this study are competence, autonomy and relatedness, and how these aspects have been affected by telework and the motivation theories that are going to be discussed in this study are Maslow's Hierarchy of Need and the Self-Determination Theory. Data collection has been done with a quantitative method through a self-designed survey. Results show that there is no relation between telework and work motivation in general. When adding variables such as age and the number of years the employees have been at the current workplace, we would see weak relations. The result also does not show any significant relation between autonomy and telework, however, the result shows a negative connection between telework and the aspects of competence and relatedness.

This study is about how preschool teachers perceive special educational collaboration processes in relation to governing documents. The purpose of the study is to make visible and gain an increased knowledge of how preschool teachers perceive collaboration with special educators around children in need of special support, and how they perceive guidelines about this in the preschool's governing document. According to the Education Act (2010: 800) and the curriculum (2018), children who temporarily or permanently need more stimulation or support should receive this based on their conditions and needs to develop as far as possible in preschool education. Based on the fact that the concepts of special education and special educator are nevertheless not described or mentioned in the curriculum, it is considered that different ideas and interpretations about the special educational collaboration process around children in need of special support may arise in professional preschool teachers. Based on a qualitative method approach combined with a quantitative method approach, interviews and questionnaires have been the methods for collecting the study's empirical material. Phenomenography has been the study's theoretical starting point where a visualization of preschool teachers' perceptions of special educational collaboration has been in focus. Based on a phenomenographic and a univariate analysis of the empirical material, a result is presented that shows that preschool teachers 'perceptions and conditions for collaboration with special educators vary and guidelines in governing documents are often perceived as unclear, which affects preschool teachers' ability to perform their professional mission towards creating an equal preschool where all children have their needs met. / Den här studien handlar om hur förskollärare uppfattar specialpedagogiska samverkansprocesser i relation till styrdokument. Syftet med studien är att synliggöra och få en ökad kunskap om hur förskollärare uppfattar samverkan med specialpedagoger kring barn i behov av särskilt stöd, samt hur de uppfattar riktlinjer kring detta i förskolans styrdokument. Enligt Skollagen (2010:800) och läroplanen (2018) ska barn som tillfälligt eller varaktigt behöver mer stimulans eller stöd få detta utifrån sina förutsättningar och behov för att utvecklas så långt som möjligt i förskolans utbildning. Utifrån att begreppen specialpedagogik och specialpedagog trots detta inte beskrivs eller nämns i läroplanen anses olika föreställningar och tolkningar av den specialpedagogiska samverkansprocessen kring barn i behov av särskilt stöd kunna uppstå hos yrkesverksamma förskollärare. Utifrån en kvalitativ metodansats kombinerat med en kvantitativ metodansats har intervjuer samt enkäter varit metoderna för insamling av studiens empiriska material. Fenomenografi har varit studiens teoretiska utgångspunkt där ett synliggörande av förskollärares uppfattningar kring specialpedagogisk samverkan har varit i fokus. Utifrån en fenomenografisk samt en univariat analys av det empiriska materialet presenteras ett resultat som visar på att förskollärares uppfattningar och förutsättningar till samverkan med specialpedagog varierar och riktlinjer i styrdokument uppfattas ofta otydliga, något som påverkar förskollärares förutsättningar att utföra sitt yrkesuppdrag mot att skapa en likvärdig förskola där alla barn får sina behov tillgodosedda.

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