The understanding of Swedish lobbyism is so far insufficient and misguided. In order to understand Swedish lobbyism better this thesis calls for a shift to theory testing case studies of actors that are capable to lobby in an organized and recurring way. To do this it offers a theoretical framework developed from three established theories of lobbying strategy adjusted for a Swedish context. The purpose of this framework is to chart strategies for how Swedish lobbyists lobby against Members of Parliament (MPs) and if and how these strategies influence MPs’ attitudes towards a policy. The case is the lobbying campaign for a reduced restaurant sales tax from 2000 to 2014 ending with a reduction from 25% to 12%. The study concludes that Swedish lobbyism is built from alliances, trust, perceived seriousity, and public interest, more than actual expertize of a specific topic.

Cette thèse a pour but d’étudier les stratégies d’influence des enfants et des adolescents lorsqu’ils demandent à leurs parents de leur acheter des jeux et jouets ou des vêtements de marque. Elle a également pour but de vérifier s’il y a des différences entre les stratégies d’influence des enfants et celles des adolescents. Les enfants de cette étude ont entre 7 et 11 ans et appartiennent au stade opératoire concret du développement cognitif de Piaget (1975). Les adolescents, quant à eux, ont entre 12 et 15 ans et appartiennent au stade opératoire formel du développement cognitif de Piaget (1975). Après une revue de la littérature (sur l’enfant-consommateur et l’adolescent-consommateur) et grâce à une étude qualitative auprès d’enfants et d’adolescents, un modèle conceptuel a été élaboré. Une étude descriptive a été menée auprès de 132 enfants et 119 adolescents pour étudier comment les enfants et les adolescents influencent leurs parents pour l’achat de produits qu’ils désirent. Le rôle modérateur de certaines variables est aussi affirmé, d’autres infirmé. / The aim of this dissertation is to study the strategies of influence of children and teenagers when they ask their parents to buy them games, toys and brand clothing. The aim is also to verify whether or not there are differences between the strategies of influence of children, and those of teenagers. The children in this study are between age 7 and 11, and belong to the concrete operational stage of Piaget’s cognitive development theory (1975). The teenagers are between age 12 and 15, and belong to the formal operational stage of Piaget’s cognitive development theory (1975). After a literature review on children consumers and teenage consumers, and thanks to a qualitative study conducted among children and teenagers, a conceptual model was elaborated. A descriptive study was carried out among 132 children and 119 teenagers in order to study how children and teenagers influence their parents into buying goods that they want. The moderating role of some variables is also confirmed, that of others is invalidated.

Abstract  Background: Emerging economies, with all their positives and negatives, needs different actors to come together and play their part in order to achieve the economic growth. The concept of growth is inseparably linked to public and private sector, where a MC is formed with a distinctive fusion of private and political actors. However, the governance strategies for MCs in EE are quite different to governance mechanisms in developed economies, including the digital governance. Having said that, every digital implementation process, in the end, will be effected, not only by the political actors but also by the individual managers, CEO and boards, that are part of the governance mechanism. Purpose:      The purpose of this paper is to explore how governance mechanisms are shaped by different factors in a MC of EE, which eventually either impede of enable the process of implementation of digital strategies. Method: To get in-depth understanding of the research phenomenon, an exploratory design, qualitative study was carried out. Semi-structured interviews were conducted to gather empirical data, which included 3 directors and 3 board members from two different MCs of Pakistan. The respondents were chosen through non-probability sampling method. An abductive research approach facilitated in determining a deeper understanding between gathered empirical insights and  available literature on governance mechanisms of MC. Conclusion:  As a result, some internal and external factors were identified that shaped the governance mechanism of a MC. The internal factor included, political affiliations, accountability and digital awareness of individuals. While external factors included political interference, corruption, and digital readiness of public to adapt to digital strategies. More the disablers in the process, poorer the digital strategy implementation process which resulted in poorer and fewer digital services provided to the public of that MC.

La présente thèse se base sur les principes de la théorisation ancrée (Strauss & Corbin, 1998) afin de répondre au manque de documentation concernant les stratégies adoptées par des « agents intermédiaires » pour promouvoir l’utilisation des connaissances issues de la recherche auprès des intervenants en éducation. Le terme « agent intermédiaire » réfère aux personnes qui sont positionnées à l’interface entre les producteurs et les utilisateurs des connaissances scientifiques et qui encouragent et soutiennent les intervenants scolaires dans l’application des connaissances scientifiques dans leur pratique. L’étude s’inscrit dans le cadre d’un projet du ministère de l’Éducation, du Loisir et du Sport du Québec visant à améliorer la réussite scolaire des élèves du secondaire provenant de milieux défavorisés. Des agents intermédiaires de différents niveaux du système éducatif ayant obtenu le mandat de transférer des connaissances issues de la recherche auprès des intervenants scolaires dans les écoles visées par le projet ont été sollicités pour participer à l’étude. Une stratégie d’échantillonnage de type « boule-de-neige » (Biernacki & Waldorf, 1981; Patton, 1990) a été employée afin d’identifier les personnes reconnues par leurs pairs pour la qualité du soutien offert aux intervenants scolaires quant à l’utilisation de la recherche dans leur pratique. Seize entrevues semi-structurées ont été réalisées. L’analyse des données permet de proposer un modèle d’intervention en transfert de connaissances composé de 32 stratégies d’influence, regroupées en 6 composantes d’intervention, soit : relationnelle, cognitive, politique, facilitatrice, évaluative, de même que de soutien et de suivi continu. Les résultats suggèrent que les stratégies d’ordre relationnelle, cognitive et politique sont interdépendantes et permettent d’établir un climat favorable dans lequel les agents peuvent exercer une plus grande influence sur l’appropriation du processus de l’utilisation des connaissances des intervenants scolaire. Ils montrent en outre que la composante de soutien et de suivi continu est importante pour maintenir les changements quant à l’utilisation de la recherche dans la pratique chez les intervenants scolaires. Les implications théoriques qui découlent du modèle, ainsi que les explications des mécanismes impliqués dans les différentes composantes, sont mises en perspective tant avec la documentation scientifique en transfert de connaissances dans les secteurs de la santé et de l’éducation, qu’avec les travaux provenant de disciplines connexes (notamment la psychologie). Enfin, des pistes d’action pour la pratique sont proposées. / The present thesis was based on Grounded Theory (Strauss & Corbin, 1998) principles in order to address the lack of documented strategies implemented by “intermediate agents” to promote school practitioners’ use of research-based evidence. The term “intermediate agent” refers to the individuals who are positioned at the interface between scientific knowledge producers and users, and who encourage and support users’ uptake of research-based evidence in their practice. The study is part of the Quebec Ministry of Education, Recreation and Sports’ project aimed at improving success rates of secondary school students in underprivileged areas. Those solicited to participate in the study were intermediate agents from different levels of the educational system who had obtained the mandate to transfer research-based evidence to practitioners in schools targeted by the project. Snowball sampling (Biernacki & Waldorf, 1981; Patton, 1990) was used to identify individuals who were recognized by their peers for the quality of the support they offered to school practitioners in applying research. Sixteen semi-structured interviews were conducted. Analysis of the data yielded an intervention model coined Knowledge Transfer Intervention Theory, composed of 32 strategies of influence that were categorized into 6 intervention components: Relational, Cognitive, Political, Facilitative, Evaluative, as well as Continuous Support and Follow-up. The findings suggest that strategies embedded in the Relational, Cognitive, and Political components are interdependent and aim to establish a favourable climate, allowing agents to exercise a greater influence towards potential users’ ownership of the knowledge utilization process. Moreover, the Continuous Support and Follow-up component is key to sustaining changes in school practitioners’ use of research. Theoretical implications linked to the model, along with underlying explanations of the mechanisms involved in the different components are compared with the literature in knowledge transfer in the sectors of both health and education. Reports from related disciplines (notably in psychology) are also exposed. Finally, recommendations for practice are proposed.