Studiens syfte var att undersöka byråanställda art directors och originalares olika perspektiv på och förhållningssätt till sin yrkesroll med särskilt fokus på kreativitet och kundrelationer.Nio semi-strukturerade djupintervjuer genomfördes med sex art directors och fyra originalare. Respondenterna valdes ut genom ett kombinerat strategiskt bekvämlighetsurval från nio reklambyråer.Professionalism inom yrkesrollen visade sig vara något som respondenterna inte reflekterat över men det framkom att det främst handlar om hur art directors och originalare förhåller sig till kunden. Dessutom framkom det att respondenterna såg variation i arbetet som en positiv aspekt av yrket medan de såg prestationsångest och utomståendes oförståelse av yrket som negativa.Det framkom även att art directors och originalare i första hand ser på kreativitet som problemlösning, dock såg de olika på problemlösning i sina respektive roller. De använde sig av samma metoder för att finna inspirationsamt hanterade ångest på liknande sätt.Studien visade även att kunden och kundrelationen spelade en stor roll för yrket och ämnet berördes återkommande i respondenternas svar under intervjuernas gång. De använde sig av samma metoder för att finna inspiration / The aim of this study was to investigate the agency employees’ different perspectives and approaches to their professional role focusing on creativity and customer relationships.Nine semi-structured in-depth interviews were conducted with six art directors and four graphic designers. Respondents were selected through a combined strategic and convenience sample of nine advertising agencies.Results showed that professionalism was nothing that the respondents thought about but it turned out that it is mainly about how art directors and graphic designers handle and relate to the customer. Furthermore, results also showed that the respondents saw variation as a positive aspect of the profession while they saw anxiety and outsider's lack of understanding of the profession as negative. Results also showed that art directors and graphic designers primarily look at creativity as problem solving, though they looked at problem solving in their role differently. They used the same methods to find inspiration and tackle anxiety.It was also found that the customer and the customer relationship played a big role in the advertising profession and the subject was discussed repeatedly.

Syftet med denna studie är att undersöka några förskollärares upplevelser kring professionalism i förskolan avseende förskollärares uppdrag och svårigheter i arbetet samt vad deras professionella ansvar handlar om. Studien är kvalitativ och datainsamlingen består av fokusgruppsintervjuer och individuella intervjuer. Resultatet visade att uppfattningar kring professionalism i förskolan utgick ifrån tre områden. Dessa områden var ansvar, uppdrag och svårigheter. Studiens slutsater är att förskolläraryrket är komplext och även om förskolläraryrket är professionellt är det inte alltid enkelt att agera på ett professionellt sätt i alla situationer.

Abstract Title: We are equal. A study of cultural differences and professionalism in international projects. Level: Thesis for Master Degree in Business Administration. Author: Zahra Ahmadi Supervisor: Lars Ekstrand Date: 2012-05 The purpose of my study is to analyze and examine it well-educated people can reduce the cultural differences in interaction with other actors around the world. Part of aims study surveys and analyzes to understand how educated people can communicate and facilitate communication in order to achieve the goals and motivation in international collaboration. Problems can arise from cultural differences in connection with that persons face in society and in international collaboration. In this study, I assume theoretical framework that exists in cultural and communication theme and professionalism to find common objectives within educated groups. Method: The purpose of this study, I have chosen to use a qualitative approach. I have conducted interviews with people who work internationally within the company Sandvik and with teachers at the University of Gävle who have worked abroad with teaching. In order to depict how well educated people working in international collaborations, I have seen qualitative research method as relevant. When analyzing the material I have been based on the hermeneutic interpretation in order to elucidate and compare respondents' views on professionalization and the importance of understanding and managing cultural differences in an international context. Conclusions: The study shows that highly educated people have a major impact on communication with other people. Professionalism in an international collaboration that is characterized by complexity and knowledge, can thus affect both cultural differences andcommunication in itself. Although personal values differ between different national cultures in terms of language and different ways of working individuals try to adapt to each other in international collaboration. In most cases there are cultural differences that contribute to difficulties in co-operation once, but the study shows that highly educated people solve complexity by applying their knowledge of how problems can be handled. This requires that educated people are aware of the culture, way of interpreting meanings in different contexts, have insight on the institutional structures and rules. Professional people can thus both facilitate communication and leadership, which can contribute to a positive attitude to achieve the objectives of collaboration. Suggestions for future research: It may be proposed in the future, a comprehensive study of well-trained groups that meet in different countries. Quantitative can be used methods in both the public and private sectors. It is possible to conduct a quantitative study and compare with qualitative studies and draw conclusions. Contribution of the thesis: This study helps to get an attractive understanding of how educated people meet in both the public and private sectors in an international project. My theoretical contribution consists of knowledge in two professional international Swedish organizations. I complement and expand knowledge in the fields of culture and professionalism. Despite cultural differences, the professionals communicate regardless of the culture and society they come from. The study can be used by different companies to develop and improve the relationship in an international project. In addition, the study shows that educated people encounter respect and have easier communication than non-educated. Keywords: Culture, Communication and Professionalism

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Att ge patienter möjlighet att ta del av sin journal på nätet är en växande trend i Sverige. Först ut att införa nätjournaler var Landstinget i Uppsala län, när de lanserade tjänsten "Mina journaler online" år 2012. Från politiskt håll motiverades införandet av nätjournalen som en möjlighet att uppnå ökat patientinflytande inom vården och skapa mer ansvarsfulla patienter. Att nätjournalen anses ha potential att resultera i en förändrad patientroll innebär därmed att relationen mellan läkare och patient kan komma att påverkas av tjänstens införande, vilket aktualiserar frågor gällande patientinflytande kontra läkarkårens profession. Studiens syfte är att undersöka hur läkare använder nätjournalen i sitt arbete, samt hur de upplever att tjänsten påverkat relationen mellan läkare och patient. Studiens teoretiska utgångspunkt är ett ramverk som berör läkares professionella kontext och symbolisk interaktionism. Sammanlagt har fem kvalitativa intervjuer genomförts med läkare inom Landstinget i Uppsala län. Studiens resultat visar att läkares sätt att använda nätjournalen i sitt arbete skiljer sig åt beroende på vilken mening nätjournalen har för den enskilda läkaren. Endast en av informanterna använde nätjournalen som ett kommunikationsmedel mellan sig själv och patienterna, resterande informanterna upplevde att tjänsten riskerade att leda till missförstånd och oro och använde den därför inte aktivt. Ingen av informanterna upplevde att nätjournalen haft några påtagliga effekter på relationen mellan läkare och patient. En bidragande orsak var att kunskapsasymmetrin mellan läkare och patient ansågs för stor för att patienter skulle kunna ta del av nätjournalen på ett fruktsamt sätt.

This study investigates in what ways a relevant and reliable accountability system that supports and strengthens the professional responsibility of teachers could improve quality. The study explores three issues: why teachers believe their professionalism is under attack, what they believe can improve the quality of learning outcomes in their schools, and what model of teacher regulation emerges from their accounts. The study is conducted by means of a case study of five individual “quality teachers” and five focus groups of teachers from five diverse “achieving schools” in Gauteng, South Africa. The beliefs and experiences of these teachers are investigated by means of an interview using a semi-structured interview schedule, a written questionnaire and a drawing. The data is analysed using grounded theory analysis. The study finds that the teachers’ professional identity is fragile. There are factors operating mostly at the internal level of the school and at the level of teachers’ capacity that strengthen their professional identity but others, particularly from the external environment, tend to fragment it. The study finds that if teachers, who are embedded in a nest of contractual obligations, do not have capacity and the other layers of the nest do not support the teacher, neither the teacher nor the school can improve quality regardless of the amount of pressure placed on them. To deliver quality teachers require a balance between autonomy and control. This is best attained by ensuring that teachers’ internal capacity/accountability is aligned to external accountability demands. A teacher-centred model of accountability that recognises the moral obligation of all parties, understands that the teacher is at the centre of the process of quality education and consequently invests in building their instructional capacity, and ensures institutional alignment, emerges as an appropriate model for quality improvement. This model respects and strengthens the professionalism of teachers.

The General Dental Council in its latest educational review placed professionalism at the heart of its education agenda and developed corresponding learning outcomes (GDC, 2015). This interpretivist qualitative study aimed to delineate perceptions about dental students' development of professionalism and explore significant influences on this development by examining the perceptions of dental students, their patients and teachers. Purposive sampling of students, patients and teachers ensured representation of diverse perspectives through focus groups and individual semi-structured interviews. An initial inductive thematic analysis was compared with theoretical perspectives on learning and the Illeris (Illeris, 2004) model of learning was selected for further theoretically driven analysis. Students, patients and teachers identified relational skills as an essential part of professionalism. Differences lay in the emphasis placed by students on being a 'well-rounded professional', patients wanting to be treated as a 'person as well as a patient' and teachers focusing on 'professional values'. As the students' clinical responsibility increased, their perceptions evolved from abstract values to pragmatic reality which mirrors the trajectory of the professionalism literature over the past twenty years. Students were influenced by planned curriculum content and unplanned experiences. Patients motivated students with feedback and reassurance and acted as mentors. Their teachers served as positive and negative role models. Teachers' expressed confusion and identified a gap between the actuality and ideal teaching of professionalism. Learning occurred as a result of simultaneous and multiple interactions within the individual, with the environment and with patients. This study validates the multidimensional intricacy of professionalism. Students identified constructive and adverse experiences which allowed them to develop empathy, take on responsibility for patient care and model themselves on their teachers. The emotional and social interactions involved in these experiences generated a creative 'tension field' of learning leading to the development of professionalism.

This study looks at the current situation of how teachers view the concepts of teacher professionalism and teacher leadership in New Zealand primary schools. It is a small scale study located in two large city primary schools, where it was identified by others in the profession that sharing of leadership was a common practice, and that they were high performing schools. I was interested in gathering the information from teachers with a range of teaching experience, and finding out what were the common understandings surrounding these concepts. The literature reviewed shows there is an international focus on developing leadership capacity within schools. It is argued that in order to sustain the development of schools in such complex times while remaining focused on the core business of the learning of the students, leadership is an activity that all teachers should be involved in, as it is a recognized component for improving the professional role of the teacher. The study was carried out by interviewing twelve teachers who had a range of experience and held a range of leadership positions from beginning teachers through to deputy principals. The findings showed the teachers in this study understood there is a close link between their leadership and their professionalism and that one reinforced the other. The teachers were empowered to take their professional development to new heights as the school culture reinforced the collective responsibility the teachers had for school development.

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