Browsing by Subject "fenomenografi"
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(2017)Along with the technological development, and the transition to knowledge society, our way working has changed. Due to digital solutions and advanced technology employees have the ability to work in a much more flexible work environment. Activity-based working gives employees the opportunity to choose how and where they work. At activity-based workplaces, no one has their own desk. Instead, the concept of free seating is used. Activity-based working creates options and independence for employees, but at the same time activity-based working can be perceived as challenging. In the thesis, a phenomenographic approach was used, and as a researcher, I focused on employees' different conceptions of activity-based working. The purpose of the study was to get a deeper understanding about employees' conceptions of activity-based working, and moreover, how the way of working influences the organisational culture and work identity. The theoretical framework consisted of earlier studies about activity-based working, as well as theories regarding organisational culture and work identity. The data were gathered during spring 2017, and involved 9 interviews with 9 employees, who work at activity-based organisations. The method of analysis was the phenomenographic approach. The employees sense, that activity-based working influences organisational culture, and work identity positively, as well as negatively. It appeared that employees find activity-based working as motivational. In addition, the employees find that activity-based working bring openness to the work culture, and enhance the communication. The employees also sense that activity-based working affects work identity, and that the work role becomes more dynamic and task orientated. However, some employees perceived activity-based working as challenging, and that it causes a formal work environment, constructed by unintended social structures. The results also showed conceptions of activity-based working causing anonymous work identity. Over all, the study proves that the conceptions of activity-based working, and how it affects organisational culture and work identity, differ. Yet, even though the results reveal conceptions of activity-based working coursing formal work environment, and anonymous work identity within the workplace, the employees value activity-based working and the ability to choose where and how they work.
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(2022)Goal. The aim of this thesis is to study multilingualism and the role of linguistic diversity in teaching in a Finnish-Swedish school context. Previous research has emphasized that multilingualism should be considered as the normal starting point in teaching and seen as a resource. In order to achieve the purpose of the thesis, I have formulated the following research questions. What influences classroom teachers' perception of multilingualism in school? What is the perception of multilingualism as part of teaching by teachers? Methods. The thesis used a qualitative research method with a phenomenographic approach. As a material collection method, semi-structured interviews were used. Five class teachers from three different Swedish-language schools, in two different medium-sized municipalities in southern Finland, participated in the research. During the interviews, the informants worked with grades one to two and five to six. The material was analyzed using qualitative analysis. With the help of the qualitative analysis, the class teachers' voice was highlighted on how multilingualism is perceived in today's school and as part of the teaching. Results and conclusions. The teachers who participated in the thesis perceived multilingualism in school, as something that is influenced by society and the operating culture. Multilingualism was perceived as a positive resource, which increases openness between different actors in the school, and which increases tolerance for differences and diversity. That multilingualism was perceived as a positive resource reduced prejudice in school. Multilingualism as part of teaching was perceived to be related to teacher identity, learning and language awareness. The teachers described that multilingualism can be a source of knowledge and function as a support for learning. The results showed that it is important to support students' multilingual background in order to strengthen students' self-esteem and cultural identity. The teachers' language awareness was described as a relevant factor, which influenced how multilingualism is perceived in connection with teaching. This shows a broad phenomenon that needs to be examined and made more aware of in the future.
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