Syftet med föreliggande studie var att undersöka hur ledarskapsmodeller sprids genom exemplet Försvarsmakten och Transformativt ledarskap. Undersökningen baserades på en kvalitativ ansats, vilken utgjordes av en fallstudie som innefattade intervjuer och dokument. Gällande genomförda intervjuer bestod urvalet av åtta informanter från Försvarsmakten och Försvarshögskolan, vilka var experter inom ämnet ledarskap. Intervjuerna varade mellan 45- 60 minuter vardera. Gällande dokumenten analyserades av Försvarsmakten och Försvarshögskolan publicerade material såsom: beslutsdokument, broschyrer, utbildningsmaterial och en lärobok. Utifrån studiens analytiska ramverk visade resultatet att ledarskapsmodeller sprids i en tydlig riktning. Spridningsprocessen inleds nämligen med ett behov som efterföljs av att en ledarskapsmodell inhämtas och anpassas till verksamheten samt att den sedermera sprids vidare till andra organisationer. I diskussionsdelen diskuteras detta mönster med hjälp av Nyinstitutionell teori och tidigare forskning kring idéspridning. Som konklusion konstaterades slutligen att införandet av en ny ledarskapsmodell var av dubbelbottnad karaktär för fallet Försvarsmakten. I detta avseende poängteras att det fanns rationella anledningar och ett behov av att införa en ny ledarskapsmodell, men att ledarskapsmodellen däremot inte alltid upplevdes som praktiskt tillämpbar inom organisationen. Exempel på praktiska implikationer ges. / The aim of this study was to examine how leadership models are being spread through the example of the Swedish Armed Forces and Transformative Leadership. The survey was based on a qualitative approach as a case study that included interviews and documents. The selection of the interviews consisted of eight informants from the Swedish Armed Forces and Swedish National Defence College, who were experts in the subject of leadership. The interviews lasted between 45-60 minutes each. The documents that were analyzed were published by the Swedish Armed Forces and the Swedish National Defence College and included materials such as: decision documents, brochures, training materials and a textbook. Based on the study's analytical framework, the results showed that leadership models are being spread in a clear direction. In this case, the process of spreading the model starts with a need of a new leadership model which is then obtained by the existing demand. Thereafter the organization adapts the model to the context of the organization, which later on is being spread to other organizations. This pattern is later discussed in the thesis using New Institutional Theory and previous research based on the diffusion of ideas. The conclusion is that the introduction of a new leadership model within the Swedish Armed Forces was of equivocal nature. In this regard it was emphasized that there were rational reasons and a need to introduce a new leadership model, but that the leadership model did not always perceived as practically applicable within the organization. Examples of practical implications are presented.

<p>The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? </p>

The financing of public schools in South Africa is dependent on school fees to a great extent. However, the legislative process governing the charging of school fees perpetuates the entrenched inequality in the education system and violates the constitutional rights of those learners who are unable to afford school fees and other educational costs. This study examines the impact of the school funding system on the right to basic education of these learners, who are in most instances black and/or poor.

Syftet med studien är att undersöka och skildra några studenters motiv, motivation och upplevelser kring högre studier. I bakgrunden ingår forskning kring studentidentiteter (Bron m. fl., 2013), men efter hand tillkommer andra begrepp och teorier som bidrar till att belysa undersökningsmaterialet. Studien är grundad på kvalitativ metod, med semistrukturerade intervjuer av sex studenter i åldrarna 25-30 år. Resultatet av de sex studenterna redovisas som personporträtt, där både likheter och skillnader mellan studenternas motiv, motivation och upplevelser i relation till högre studier framgår. Några studerar för att kunna få ett arbete, andra för att bevisa för sig själva att de kan. I några fall återfann vi det som kallas för det transformativa lärandet enligt Mezirow (1997). / The aim of this study is to explore motives, motivation and experiences reported by some students in relation to higher education. The study is inspired by previous research (Bron et al, 2013) about students´ identities, and after the collection of data other theories and previous research were added. The method used is qualitative, specifically semi-structured interviews, based on six interviews with students aged 25-30. Similarities as well as differences in students´ motives and motivation for higher education appear. Some students attend higher education mainly in order to get a job/profession while a few also want to prove to themselves that they are competent enough to succeed in higher education. Occationally, transformative learning (Mezirow, 1997) emerge in data.

Historically, most research on Indigenous peoples has been framed by Western empirical positivism which fundamentally conflicts with Indigenous circular ways of knowing. Current research governing bodies, scholars, and Indigenous communities have generated new theories and guidelines for research structures that support respectful and meaningful practices with Indigenous peoples. Participatory action research (PAR) attempts to address the unequal power structures inherent in research relationships: participants set the agenda for the research and are co-researchers in the project. In this study, I placed PAR theory into action to problematize research practices and to generate new discourses for research within an Indigenous context. The Lil’wat Nation and I collaborated on a PAR project in 2006-2007 that led to the formation of the Lil’wat Girls’ and Women’s Affirmation Group. Through the process of reflection-in-action we identified several opportunities for growth as we examined PAR theory in practice. Using decolonizing research methods and a metaphor of the Lil’wat s7istken (pit house), the model of practice wove between three distinct worlds with divergent protocols and pedagogies: the worlds of the Lil’wat, academia, and the researcher’s racialized lived experiences. This model of practice aimed to disrupt the essentialized dichotomies of Indigenous and non-Indigenous relationships and to problematize research practices for the academic and research communities to consider for their practice. The findings exposed several lessons at sites of praxis pertaining to the intersection of PAR theory and practice: definition of the community; ethics in the community; racialized researcher space; and PAR incongruence. The model was intended not as a “how to” manual, but as an entry point for discussions to advance respectful decolonizing research practices.

This study has adopted the metaphor of �mind-forged manacles� to explore adolescent transformation within an educational context. It does this by examining the experiences of two groups of people who participated in an intensive, one-off personal development program for adolescents, known as Discovery. The first study involves secondary school students for whom the program was part of the school curriculum. The second study consists of an older group of people who did the program during their adolescence and outside the formal education system. The third study is a contemplation of transformation derived from my experience as researcher during the course of completing this thesis. In an attempt to reflect the perspectival worldview from within which the study is created I have drawn on a range of theorists. To integrate their ideas I created three different �lenses� or ways of viewing the data. The first lens is developed from consciousness theory, the second from process philosophy and complex self-organising systems theory, and the third from individual humanistic psychology. The educational pedagogy is holistic and embraces developmental models of thinking and learning. The study uses participant reflection to argue that a program of intentionally focussed challenges, combined with the support that enables these challenges to be successfully met, can be transformational for many young people. It suggests that the complex postmodern world requires teachers to be aware of their own and their students� consciousness, and demands learning experiences that are deliberately focussed on helping the process of consciousness transformation rather than only on achieving predetermined outcomes. Transformation is understood as a shift to a different order of consciousness in which it is how one sees rather than what one sees that changes. With each shift towards a new order of consciousness the mind-forged manacles are loosed and individuals accept increasing responsibility for their lives and how they live them. Educational programs can be developed to assist this process.

Thesis (Doctor of Philosophy)--Miami University, Dept. of Educational Leadership, 2009. / Title from second page of PDF document. Includes bibliographical references (p. Xx-Xx).

Η παρούσα διατριβή έχει ως αντικείμενο τη μελέτη επιλεγμένων διαστάσεων της εκπαίδευσης των εκπαιδευτικών και συγκεκριμένα τη διερεύνηση της δυνατότητας ανάπτυξης κριτικού στοχασμού σε εκπαιδευόμενους εκπαιδευτικούς στο πλαίσιο της τριτοβάθμιας εκπαίδευσης. Σκοπός είναι η μελέτη της εφαρμογής στην τριτοβάθμια εκπαίδευση μιας σύγχρονης μεθόδου η οποία στηρίζεται στη χρήση της τέχνης και προέρχεται από το χώρο της εκπαίδευσης ενηλίκων. Ένας από τους επιδιωκόμενους στόχους είναι η εξέταση της δυνατότητας εφαρμογής της, σε τυπικό εκπαιδευτικό πλαίσιο και σε εκπαιδευόμενους που διανύουν τη φάση της πρώιμης ενηλικιότητας, προκειμένου να ενισχυθεί και να προωθηθεί η ανάπτυξη του κριτικού στοχασμού. Παράλληλα, η παρούσα έρευνα στοχεύει στη διερεύνηση πιθανών αλλαγών στις παραδοχές των εκπαιδευομένων, οι οποίες συνδέονται με την εφαρμογή της μεθόδου, εστιάζοντας ιδιαίτερα στη μελέτη του βαθμού διάρκειας και ευρύτητας των αλλαγών αυτών. / The present dissertation has as its object the study of selected dimensions of teacher education and specifically the investigation of developing critical thinking in learners and educators in the context of higher education. The aim is to study the implementation in higher education of a modern method which relies on the use of art and comes from the field of adult education. One of the objectives is the examination of the applicability, in formal educational context and to learners who are going through the phase of early adulthood, in order to strengthen and promote the development of critical reflection. At the same time, this research aims to investigate possible changes to assumptions of trainees, which are associated with the implementation of the method, focusing particularly on the study of the degree of maturity and breadth of these changes.

Sammanfattning Titel: Att leda löshästar - en studie om hur resurskonsulter upplever ledarskapet i kundföretagen Nivå: C-uppsats i ämnet företagsekonomi Författare: Sabina Molin och Kamilla Kristoffersson Handledare: Monika Wallmon och Lars Ekstrand Datum: 2015 – Januari Syfte: Syftet med detta arbete är att med hjälp av leader-member exchange theory undersöka utbytesrelationerna mellan resurskonsulter och deras närmaste ledare på kundföretaget samt vilka ledarbeteenden som används för att leda inhyrd arbetskraft och hur de påverkar relationerna. Metod: Denna uppsats har ett positivistiskt förhållningssätt och det används en hypotetiskdeduktiv metod som innebär att hypoteser deduceras från teori och sedan prövas mot empiri. En kvantitativ ansats används genom att samla in empiri genom webbenkäter som skickades ut till 148 respondenter. Resultat &amp; slutsats: Undersökningen visade att stödjande ledarskap och leda som förebild hade störst påverkan på utbytesrelationerna. De ledarbeteenden som användes i störst utsträckning var berättigande och erkännande. Utveckling och visionerande användes allra minst. De flesta utbytesrelationer var höga. Förslag till fortsatt forskning: Flera förslag till fortsatt forskning presenteras men vi finner att undersöka både ledare, ordinarie och inhyrd personal för att jämföra hur ledarskapet se ut och få en bredare bild är främsta intresset. Uppsatsens bidrag: Denna uppsats har bidragit med en insyn i hur ledare leder inhyrd personal och hur detta ledarskap ser ut i form av ledarbeteenden och utbytesrelationer. Nyckelord: Ledarskap, inhyrd personal, utbytesrelation, leader-member exchange theory, ledarbeteende, transformativt och transaktionellt ledarskap.

The human social system is facing complex social issues and (new) initiatives coming from different social actors are born to try to tackle these complex social issues. Social innovation is the field where these initiatives function, so it is also a complex field to identify and frame. Thus a new theory, the Transformative Social Innovation Theory (TSI), was developed in order to frame and bring more clarification on the social innovation field to contribute to societal transition and transformation. The five TSI tools were developed from the TSI theory and they are training tools. All the TSI tools aim to (dis)empower the social innovation initiatives, actors and networks in the process of transformative social innovation. Transformative Social Innovation is the process of changes in social relations involving challenging, altering and/or replacing dominant institutions and structures which are considered to be the roots of systemic errors. This study sought to explore the Transformative Social Innovation tools from the perspective of the Strategic Sustainable Development (SSD). In this regard, the Framework for Strategic Sustainable Development (FSSD) was adopted as it provides a principle-based and scientifically-proved definition of sustainability as well as a systems thinking approach regarding the complexity of global sustainability challenges. This research project tried to identify the potential contributions of the TSI tools to sustainability and the entry points of the tools where relevant SSD features could complement them so that they can contribute to strategically move the society towards sustainability. A qualitative research approach was selected. The methodology included four research methods, namely document content analysis, interviews, the FSSD analysis and prototyping. The results of this research indicated three main contributions of the TSI tools that could help to strategically move the society towards sustainability. Five entry points where the tools could be complemented with SSD features and a set of add-ins from SSD that could complement the current TSI tools were identified. The add-ins were sent to the TSI theory authors for the expert consultation.