Background: Female entrepreneurship has been through a big upswing during the past decades. More women are deciding to start their own business and engage in the business creation world, which is proven to be one of the most important and fast-growing aspects of entrepreneurship worldwide. However, in the past, females who made such decisions have faced many obstacles and resistance in terms of treatment, financial support and combining working and family life. Further, previous research regarding female entrepreneurship and its correlation to societal change proves that the progression is affected by external factors such as governmental institutions, attitudes and fundamental assets (first developed by Baumol in 1990). Purpose: By identifying certain rapid changes that society has been through during the past decades, the purpose of this study is to highlight what these developments mean for female entrepreneurs and their current role in a changing society.  Method: This is a qualitative research based on an inductive approach where semi-structured interviews are the foundation of its empirical findings. The method has adopted the Gioia (2012) method with the purpose of identifying patterns and themes that can generate useful conclusions on the chosen topic.  Conclusion: The findings show that digitalization and technology have been two of the most significant changes in society during the past decades. These have generated more role models, new social networks, better communication and new entrepreneurial fields - all promoting the growth of female entrepreneurship. Combining work and family life seem to be primarily an obstacle and it is no longer a huge disadvantage to be a female when starting a new business. Its developments have resulted in new advantages for investments and gaining opportunities, as well as new entrepreneurial fields.

This study investigates women’s possibilities to actively participate in societal change in Egypt. It aims at enhancing the understanding of structural conditions for women’s agency and how these enables and/or restrains women’s participation in the aspiration for societal change as well as their aspiration to live a ‘full life’. Egypt was chosen as a field for studying women’s understanding of their opportunities of participation and empowerment before and during the revolution. The informants in the study are all consciously working for awareness and equality in society. Formal education in Egypt is criticized and the country suffers from a high illiteracy rate, making informal education an important way to attain knowledge that can assist women in their quest for societal change. The acknowledgment of participation as a human right is one of the issues women are fighting for in Egypt today. A specific interest in this study is what motivates some women to oppose social, cultural and political structures despite the often high personal cost, and how informal (educational) channels are being used in the quest for societal change. The theoretical construction in which the analysis is carried out is based on frictions between societal structures and agency, using the Capability Approach (Sen, 1999) which aims at understanding what agency women have in societal change. The concept of functionings is used to indicate what someone is able to do and be. By analyzing women’s valued functionings, their conditions and thus their sense of empowerment and their experienced opportunity costs emerge. Central to the analytically framed societal structures and how agency can be perceived within each structure are the social conversion factors, the norms that allow or hinder action. To frame the complexity of women’s conditions for active agency and the outcome of their actions, I use a theoretical framework that will comprise both goals and processes. Sen’s (1999) ideas on social choice along with Archer’s (1995) theory on social change, using her model of structural elaboration / reproduction, have proved useful when investigating women’s valued functionings and attained social changes. The results of the study show that when formal education is not adequate, knowledge is obtained outside the formal educational institutions. This is done through both non-formal and informal learning. However, to get access to informal learning, a number of valued functions have to be gained. These functionings are thus both conditions for change and an end in themselves. I try to show that the costs involved in transgressing the prevailing norms are high, but lack of hope, agency and empowerment are also experienced as a high cost for those who have, in fact, imagined another better life and are in opposition to the inhibitory societal structures. This is, however, a part of what motivates some women to continue to be involved in societal change in order to achieve a life they have reason to value.

Thesis advisor: William Stanwood / This analysis examined the effects of reality television on its audiences. The purpose of the research was twofold: to uncover the effects that reality television has upon its audiences, and to determine whether or not these effects indicate that reality TV acts as an agent of societal change. The genre was divided into two distinct programming types: documentary as diversion and lifestyle programs. The findings suggested that reality TV has many audience effects. Discussion centered around the investigation of the second research question. It was concluded that lifestyle programs are agents of societal change, while documentary as diversion programs are not. Limitations and suggestions for further research were put forth. / Thesis (BA) — Boston College, 2012. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Communication Honors Program. / Discipline: Communication.

Abstract Disclosing how business practice can be regarded as a contributor to several forms of sustainability, this thesis is based on a minor field study enlightening how this contribution may be possible through Corporate Social Responsibility, CSR.The thesis provides the response and opinions of people who in some affirmation are engaging in or are related to social responsibility; either it may be from the academic works and earlier conducted research related to the CSR topic, or it may be from those who perform social responsibility and are the participant actors of this minor field study. These people last mentioned have all had their opinions spoken through semi – structured interviews and other data have been collected based on the methodology of Actors Approach; all empirical data is structured according to Aspers’ (2007) model of “meaning” including the tools text, visuals and practice.The analysis is divided into three parts; articulation, reconfiguration and cross-appropriation as a way to create understanding of how the study’s phenomenon can create style change (Spinosa et al 1997). Conclusions drawn from the field study are businesses implementing social responsibility do create a style change in environmental and societal aspects. Yet to what extent may differ depending on in their situation, their views of the concept, how long they have been using and promoting the concept and further in what ways their work contributes to a societal and environmental change through CSR practice. The field study has been conducted within the municipality of Kathmandu, Nepal

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

This study has investigated the debate about allowing women to be consecrated as priests that started as a propositon at the Church meetings in Sweden between 1957 and 1958. The essay's purpose was to shed light on the newspaper debate attitude towards the introduction of female priests, focusing on the debates that took place in two dioceses: Gothenburg and Växjö. It presents the arguments for and against female priests that occur in the studies material. Furthermore, the study has also examined which groups argued for and against female priests with a grouping by gender. The study has in a larger sense tried to bring greater understanding of gender relations in theological circles in the 1950s. To examine this the study is based on debate articles and letters to the editor in local newspapers from the two dioceses.    The primary result of the essay was that the secular arguments for and against female priests was based on the perception that men and women are different to each other and that this could either hurt or help the church. Some also argued that men and women are the same and that they therefore should be allowed in the priesthood. Regarding the theological arguments, revolves around how the Bible should be interpreted in the modern day. Furthermore, the study showed that both dioceses argued in majority for female priests, but the resistance was greater in Gothenburg and amongst men in both dioceses.

<p>The claims that we have entered a new society, with a new typeof business logic and view on business relationships, are becoming more and more commonplace. In this context it seems appropriate to try and detect signals of change in societal behavior, possibly indicating a transition from one society to another. This essay deals with this very issue. By means of an analysis of the public discourses in 1993 and 1999 respectively, the authors try to establish evidence for or against such a societal shift. The analysis is focused on the discourse, as it was conveyed in the business press, surrounding two separate merger propositions, both including Volvo as one of the parties involved. The results indicate a societal change, albeit a moderate one. Also, no fundamental change in business logic could be detected. This would suggest that the hype around the New Economy might be just that, a hype.</p>

The claims that we have entered a new society, with a new typeof business logic and view on business relationships, are becoming more and more commonplace. In this context it seems appropriate to try and detect signals of change in societal behavior, possibly indicating a transition from one society to another. This essay deals with this very issue. By means of an analysis of the public discourses in 1993 and 1999 respectively, the authors try to establish evidence for or against such a societal shift. The analysis is focused on the discourse, as it was conveyed in the business press, surrounding two separate merger propositions, both including Volvo as one of the parties involved. The results indicate a societal change, albeit a moderate one. Also, no fundamental change in business logic could be detected. This would suggest that the hype around the New Economy might be just that, a hype.

There is an increasingly vocal debate on potential long-term changes in environmental sustainability spurred by the global COVID-19 pandemic. This article scrutinizes the social science basis of selected popular hypotheses regarding the nexus between the COVID-19 pandemic and the societal transitions towards environmental sustainability. It presents results that were derived through an interdisciplinary dialogue among social scientists. First, it is confirmed that the COVID-19 crisis has likely created a potential window of opportunity for societal change. Yet, to ensure that societal change is enduring and actually supporting the transition towards environmental sustainability, a clear and well-targeted political framework guiding private investments and behavior is required. Second, it is emphasized that there are important structural differences between the COVID-19 crisis and environmental crises, like time scales. Consequently, many strategies used to address the COVID-19 crisis are hardly suitable for long-term transitions towards environmental sustainability. Third, it is argued that transitions towards environmental sustainability—building both on reducing environmental degradation and building socio-techno-ecological resilience—may create co-benefits in terms of preventing and coping with potential future pandemics. However, research still needs to explore how big these synergies are (and whether trade-offs are also possible), and what type of governance framework they require to materialize.