Denna kvalitativa intervjustudie fokuserar etablering av delat ledarskap inom offentlig sektor. Syftet är att belysa varför delat ledarskap uppkommer som en alternativ ledningsform. Förutom beslutsfattares medvetna val och motiveringar försöker studien även fånga underliggande bevekelsegrunder samt identifiera eventuellt andra faktorer som kan påverka uppkomsten av ledningsformen. En komplex bild av faktorer såsom faktisk situation, organisationens normer, förutsättningar och omgivningar liksom de individer som befolkar den, påverkar uppkomsten av ledningsformen. Tilltron till ledningsformens potential är stor och farhågor tonas ner. Ledningsformen ses kunna tillföra organisationen synergieffekter och symboliska mervärden och ses som en lösning på olika problem där den erbjuder ett alternativ. En öppen inställning till att pröva nya ledningsformer, pragmatiskt förhållningssätt liksom enskilda individers arbetsrelaterade egenintressen påverkar också uppkomsten av ledningsformen. / This qualitative interview study focuses on establishing shared management in the public sector. The objective is to shed light on the reason why shared management emerges as an alternative form of management.  As well as the conscious choices and motives of decision makers, the study also attempts to capture underlying reasons and to identify any other factors that may influence the emergence of this form of management.  A complex picture of factors where the actual situation and the organisation’s standards, conditions and surroundings together with the individuals who populate it, are what influence the emergence of this form of management.  There is great confidence in the potential of this form of management and misgivings are downplayed. This form of management is thought to be able to bring synergy effects and symbolic added value to the organisation and is seen as a solution to various problems where it offers an alternative. An open attitude to trying new forms of management, pragmatic attitudes and the vested work-related interests of individuals also influence the emergence of this form of management. / <p>Examensarbetet ingår i program: Master of Public Administration and Governance 120 hp, Offentligt ledarskap, styrning och samverkan</p>

Enligt skollagen ska rektorn vara huvudansvarig för sin skolverksamhet. I uppdraget ingår administrativa uppgifter och pedagogiskt ledarskap, vilket innebär att rektorn har två skilda logiker att hantera, managerialism och professionalism. Den kvalitativa undersökningen fokuserar därmed på hur det pedagogiska ledarskapet ska utövas parallellt med administrativa uppgifter där ekonomiska styrförutsättningar skiljer kommunala och fristående verksamheter åt. Pedagogiskt ledarskap ska leda till goda studieresultat hos eleverna och anses därför som viktigt. Direkt forskning om rektorns delade ledarskap har inte skett inom skolvärden men däremot inom sjukvården som har flera likheter till skolverksamhetens organisation. Inom sjukvården har professionalism och managerialism, i en så kallad hybridroll, ansetts svår för en person att klara, vilket är detsamma för rektorn. Utifrån detta undersöktes ifall det var möjligt för två personer att dela lika på rollen som rektor, ett så kallat samledarskap. Dock går det inte enligt lag att genomföra då varje skolverksamhet endast får ha en ordinarie rektor. Inslag av samledarskap kan däremot appliceras som en lösning för rektorn, genom att exempelvis delegera uppgifter till en biträdande rektor.I och med att ledningsgrupperna ser olika ut samt har olika styrförutsättningar har även utfallet blivit olika i de olika skolformerna. Inom den kommunala skolverksamheten har rektorn kunnat utöva mer pedagogiskt ledarskap då det i regel funnits en eller flera biträdande rektorer att samarbeta med och delegera administrativa uppgifter till. Detta tillskillnad från rektorer i fristående skolverksamheter som generellt är ensamma i ledningsgruppen. I de fall då rektorn är ensam i ledningen borde det därför vara bra att se över möjligheter för att tillsätta en biträdande rektor i ledningsgruppen för att verka som avlastning. Tillsättande av en biträdande rektor skulle underlätta rektorns arbete men då de fristående skolverksamheterna har ett bestående krav på att inte överskrida budgeten begränsas möjligheten att i varje enskilt fall tillsätta en biträdande rektor. / According to the Swedish school law, the principal is in charge for the school organization. The task includes administrative tasks and pedagogical leadership, which means that the headmaster has two distinct logics to deal with, managerialism and professionalism. The qualitative methodology study is focusing on the pedagogical leadership that must be exercised in parallel with administrative tasks where economic regulatory conditions are significant and differ between public and independent school activities. Pedagogical leadership should lead to good outcomes for the students and is therefore considered important. There has been no direct research concerning the principal's shared leadership within the school system but a lot of research within healthcare can be applied in this area since healthcare has several similarities to the school organization. A so-called hybrid role has within healthcare been considered difficult for one person to manage. In this role, professionalism and managerialism are combined which can be linked to the principal’s role where both logics have to be handled by one person. Based on this this study will examine whether it is possible for two people to share the role of the principal equally, a so-called shared leadership. However, it is not required by law to implement this solution when every school organization may only have one regular principal. Elements of shared leadership can, however, be applied as a solution for the principal, for example by delegating tasks to an assistant principal.Since the management teams are controlled differently the outcome has been various in diverse school systems. The principal of the public school has been able to practice more pedagogical leadership since there normally exist one or several assistant principals to whom they can delegate administrative tasks. This is different from principals in independent school organizations, which generally are alone in the management team. In cases where the principal is alone in the leadership, it should be useful to see whether there are opportunities to appoint an assistant principal to join the management team to ease the burden. The appointment of an assistant principal would facilitate the principals' work, but because of the independent schools’ permanent requirement not to exceed the budget, the possibility is limited to assign an assistant principal in each individual case.This study is written in Swedish

Shared leadership is one of the newest leadership frameworks to date, and it’s currently taking the organizational world by storm. By analyzing previous leadership models and theories, it is clear that shared leadership evolved from these prior ideas. Yet, shared leadership also differs significantly enough that there is much left to be explored and researched on the topic. Due to the fact that shared leadership research is still in early stages, we have very few examples to study in real life settings. Some organizations have adopted shared leadership as their primary leadership structure throughout the entire company, though. W.L. Gore is a completely flat company that does not have bosses, titles, direct reports, or anything that resembles most corporations around the world. The well-known self-help group, Alcoholics Anonymous, also functions using a shared leadership model. However, shared leadership is still mostly a mystery. Even with some examples of the model available for study, there has been little research done on the actual interactions between team members that create a successful shared leadership structure. The limited knowledge that we currently have in relation to shared leadership—its origins, its framework, its application, its barriers, its future—is presented in the following pages.

Background: Although leadership is a topic which has been extensively researched, there is limited literature concerning co-leadership, especially in connection to start-ups. Moreover, as those who are co-leaders in start-ups often also are co-founders and co-owners, it is vital that their co-leadership dynamic is functional as a way of staying in business. Co-leadership is described as a leadership form which has become more commonly used, which further adds urgency of exploring the topic of co-leadership dynamics, and how to make it functional. Purpose: The purpose of this thesis is to explore how a functional co-leadership dynamic can be created between leaders who are simultaneously founders and owners of a start-up. Method: This is a qualitative study, for which is used semi-structured interviews to collect data from 11 co-leaders in 10 companies. The transcribed interviews have been used together with secondary data to point out specific elements that have shown to be important for a functional co-leadership dynamic. Both the themes of co-leadership dynamics and the context of entrepreneurship, foundership and ownership were used to find and highlight these elements. The elements have been discussed in the Analysis and are thereafter presented in a model. Conclusion: Six elements have been pointed out as important for a functional co-leadership dynamic: Collaborative Attitude, Shared Values &amp; Vision, Open &amp; Continuous Communication, Synergy, Learning &amp; Personal Growth, and Trust. These elements are interrelated, and Collaborative Attitude, Shared Values &amp; Vision, Synergy and Trust are also connected to the contextual factors.

In recent years, start-ups and small to medium sized enterprises that operate globally from their inception have become commonplace. These companies often use shared leadership structures and aim to disrupt an existing market with a innovative product. This thesis intends to explore and understand the influence of shared leadership on disruptive innovation inside these international new ventures using a qualitative research approach, by gathering relevant theories of shared leadership, such as disruptive innovation and international new ventures and contrasting them in an abductive manner with the results of six interviews conducted with representatives of chosen start-ups. In these interviews the participants were questioned about shared leadership and disruptive innovation separately and try to integrate the results of shared leadership that relate to disruptive innovation in a positive or negative manner. Our findings suggest that creativity, efficiency, intrinsic motivation as well as cross-field knowledge have an incubative effect, while shared leadership itself, when managed poorly, can hamper disruptive innovation.

Principals need to possess leadership skills and behaviors that help set expectations for collaborative work. The problem in this case study was that little was known about the collaboration-building behaviors principals use that promote effective collaboration between members of the school community. The purpose of this qualitative study was to explore and describe the behaviors principals exhibit when building collaboration through the implementation of Professional Learning Communities (PLCs). The conceptual framework was based on 3 elements: leadership styles and approaches, collaboration, and the implementation of effective PLCs. The primary research question explored how principal behaviors contribute to collaborative professional learning communities. Purposeful sampling was used to recruit 6 elementary principals from a Mid-Atlantic State. Data were collected through semistructured interviews and document review of PLC structures. Data were coded using a Microsoft Word Doc Data Extract tool and analyzed for themes using an inductive process. Emergent themes for building collaboration were identified as leadership traits, vision, time, collaborative structures, culture, and the need for professional learning. Results suggest that shared leadership, vision, collective learning, and supportive conditions influence the effective development of PLCs. As a result, professional learning opportunities are recommended for school leaders on strategies that successfully develop supportive and collaborative structures in schools. Implications for social change are that PLCs may strengthen professional practice in classrooms, schools, districts, and communities.

The traditional education system in the United States developed a goal of sending a high number of students to post secondary schools. The expectation of going to college starts at elementary school and continues through high school and is pushed by the school district’s hierarchy. Schools annually publish numbers through the Department of Education at state and national levels of students moving to college. College progression has become such a priority that many students feel they have failed if not college bound. Students not considered academic often move toward vocational education with the intent of post-secondary education to support a chosen career field. Students with lower grades and abilities are routed to vocational classes utilizing a shop model. The education system identifies and educates students at expected age and grade level requirements. High stakes testing has been established to determine if students meet those educational requirements considered necessary for success. Students not meeting established math, English and reading requirements are given remediation to bring academic skills to appropriate age and grade levels. My thesis described a contextual reading program for building reading skills. Content area material is used to teach academic skills in writing, reading and math to levels supporting high stakes testing needed for success. Contextual reading has improved reading competencies for vocational education students in the CATER program at Kathleen High School in the Polk County School System as well as in the other statewide settings. This has the potential to improve career and technical education (CTE) in other systems. A contextual approach also has potential to improve teaching and learning in socalled academic areas, and improving scores in high stakes tests. Recommendations for further study include following this line of action for younger and adult students

Under the background of the competitive and dynamic international market, many enterprises started or intended to develop international entrepreneurial orientation (IEO) as a strategic posture. For achieving this kind of orientation, leadership behaviours are necessary and shared leadership is put forward to support enterprises to adapt to the fast-changing global market. Moreover, small and medium-sized enterprises (SMEs) are an essential type of business enterprises, especially in China. Therefore, the purpose of the research is to study how shared leadership contributes to the development of IEO in a Chinese SME. As a qualitative research, data were collected by interviews and processed by content analysis. The findings of this research are: (1) shared leadership contributes on the establishment of common IEO thinking at the phase of building the IEO awareness; (2) shared leadership plays a role as explicit support and implicit support on implementing IEO; (3) these contributions of shared leadership are mutually reinforcing and complementary, which result in the reinforcement and complementation between the awareness and the implementation of IEO. These findings contribute to the research in the combination of shared leadership and IEO through studying the effects of shared leadership and the process of IEO development. Moreover, this research enriches the study on the field of SMEs and provides guidance for SME leaders who intend to develop IEO.

A phenomenological research study was conducted to examine teacher perceptions of elementary principals’ behaviors affecting school culture and climate. The researcher gathered data from participant interviews. Participants were selected using purposeful sampling of teachers identified by their principals as meeting study criteria. The schools in which teachers were selected were also chosen using purposeful sampling based on superintendents’ perceptions of positive principal influence on school culture and climate. Data analysis provided insight to the researcher into the phenomenon being explored in this study. Teachers were asked to participate in an individual interview with the researcher and provide answers to open ended questions regarding their perceptions of their principals’ influence on culture and climate in the school. The findings of the study were aligned with the literature regarding principal influence on school culture and climate. There was a clear relationship between principal behaviors and positive school culture and climate based on teacher perceptions. Three themes emerged as common in the data including relationships, communication, and shared leadership.

Climate change is one of the most important challenges of today’s societies and poses serious global threats on the world’s environment and societal structures (UN, n.a.b). Providing a novel and adaptive approach to lead and organize for sustainability are self-organized movements (Atkinson et al., 2018). One of those is the Transition movement, which tries to counter the twin threats of climate change and peak oil with local, community-led, bottom-up action. This research aims to explore leadership in self-organized movements at the example of the Transition movement by collecting and analyzing leader’s perceptions about leadership, its relevance but also challenges within the Danish and Swedish Transition region. Hence, a qualitative approach is used. Even though leadership plays a subordinate role in the minds of the leaders, who see it as informal and relate it to tasks of coordination and empowerment, it is evident and present in all of the movements actions. Leadership can thus be considered as relevant and of importance for the movements development and for self-organized movements in general with a community-centered approach. It is also shown that the intangible leadership perception in the Transition movement can pose challenges in relation to systemic boundaries, engaging people and acquiring funds which can collide with the core values of the movement. Nevertheless, self-organization in connection with leadership findings of this study present a way to lead and organize for sustainability.