| 1. |
|
|
| 2. |
- Stenling, Cecilia, 1981-, et al.
(författare)
-
The meaning of democracy in an era of good governance : Views of representation and their implications for board composition
- 2023
-
Ingår i: International Review for the Sociology of Sport. - : Sage Publications. - 1012-6902 .- 1461-7218. ; 58:1, s. 108-125
-
Tidskriftsartikel (refereegranskat)abstract
- Contemporary sport governance contexts are marked by a trend towards efficiency-based board composition and an increasing use of instruments aimed to (re)shape boards. Yet, democratic governance is integral to many countries' sport systems, and research tells us that representation still matters in sport governance. Considering this, the aim with this paper is to provide researchers and practitioners with a vocabulary to understand and address issues of representation in board composition. The paper builds on interviews with nomination committee representatives of 62 Swedish national sport federations (NSFs). The analysis provides insights into the meaning and implications of four distinct views of representation, along with an interpretation of potential responses to board-shaping instruments engendered by these views.
|
|
| 3. |
- Fahlén, Josef, 1974-, et al.
(författare)
-
Good sport environments : A study of collective fundamental values and their importance for activity principles in Swedish club sport
- 2012
-
Ingår i: Swedish Journal of Sport Research. - Lund : Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning. - 2001-6018 .- 2001-9475. ; 1, s. 1-28
-
Tidskriftsartikel (refereegranskat)abstract
- This study answers the call made by the Swedish government, the Swedish Sports Confederation (RF) and Swedish local authorities for research on success factors in Swedish club sport. By using RF ́s success concept and sport scholars critique in reverse as points of departure for our study we selected two “successful” sports clubs for a study of the constitution of good sport environments. Our theoretical starting point was that an organisation’s collective fundamental values contribute to shaping both its goals and its practice – and in extension to its potential to constitute a good sport environment. The results, which are based on eight qualitative interviews with key individuals, show how the clubs work with society-related dilemmas and sport-specific problems. By analysing elements in the club environments which have promoted this work we have been able to get an insight into the values on which these environments rest and their importance for building good sport environments.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Stenling, Cecilia, 1981-, et al.
(författare)
-
Sport governance as meaning-making : Concealment, handling and negotiation in Swedish sport club board rooms
- 2016
-
Ingår i: ISSA 2016. ; , s. 8-9
-
Konferensbidrag (refereegranskat)abstract
- This abstract reports on a study in which data are to be collected during 2016. The results will be presented during the 2016 ISSA conference. The background of this project is the increasingly complex and demanding institutional environment of sport clubs. Key features of this environment are ongoing processes of instrumentalization, professionalization and commercialization, and changes to sport participation patterns. At the core of the project is an analysis of the execution of sport club governance within this contemporary institutional environment. With an empirical focus on sport club board meetings, the primary decision making arena of sport clubs, the purpose of the project is to create knowledge on how boards construct and negotiate meaning as they conceal, frame, handle, and resolve the potential tensions between issues raised by the membership of the club and issues emanating from the club’s institutionalenvironment. The project is theoretically based in an institutional outlook on framing (Goffman, 1974) and data will be produced through video-recorded observations of the meetings of sport clubs. The project has the potential to theoretically and methodologically enrich the research field concerned with voluntary sport governance, a field that is primarily positioned within a business administration paradigm. In addition, with its design, the project will avail for a contribution to research concerned with public- and private sector-generated issues’ impact on sport clubs. As such, the project will provide knowledge of the ramifications of sport clubs’ external relations on their autonomy, orientation, and function.
|
|
| 7. |
- Strittmatter, Anna-Maria, 1988-, et al.
(författare)
-
Structural and Cultural Othering : An Organizational Culture Perspective on Young People’s Participation in Decision-making in Sport Organizations
- 2024
-
Ingår i: Young - Nordic Journal of Youth Research. - : Sage Publications. - 1103-3088 .- 1741-3222. ; 32:4, s. 360-377
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to examine the role played by organizational culture in young people’s continuing underrepresentation in decision-making bodies, despite structural changes, in the context of Norwegian sport organizations. Data is based on a questionnaire centred on the experiences of young people in sport governance (n = 32 youth representatives) and semi-structured interviews with young (under 26 years) and older representatives of organizations affiliated with the Norwegian Olympic and Paralympic Committee and Confederations of Sports (n = 10). Findings show that Norwegian sport organizations foster a cultural understanding of young people which takes its structural expression in the separation of elements that are ‘othering’ the youth. Youth have also limited access to resources of power as a result of a lack of trust in older leaders. Prevailing culture mirrors an adult society in which young people need to upgrade their level of professionalism through education before they are invited to decision-making processes.
|
|
| 8. |
- Strittmatter, Anna-Maria, 1988-, et al.
(författare)
-
Youth representatives as agents of institutional change : the circumscribing effects of role prescriptions in sport governance
- 2024
-
Ingår i: International Journal of Sport Policy and Politics. - : Routledge. - 1940-6940 .- 1940-6959. ; 16:3, s. 449-463
-
Tidskriftsartikel (refereegranskat)abstract
- Conceptualising the youth representative as an institutional role, we explore the institutional shaping of youth representatives as change agents in the governance of sport organisations. Focusing on how these shaping conditions who the youth representative can be and what determines the scope of their role fulfilment, including the impact of their work on established institutional orders, allows us to examine the shaping of agency related to governance institutions. Data is drawn from a questionnaire centred on the experiences of young people in sport governance (n = 32) and semi-structured interviews with 10 representatives of organisations affiliated with the Norwegian Olympic and Paralympic Committee and Confederations of Sports. The role of the youth representatives is scripted in terms of who the representatives ought to be and what they ought to do. The scripting associated with the operationalisation of this ambition into role pre- and proscriptions stands in stark contrast to the ideal of youth representatives as agents of institutional change. Our study of the scripting of institutional roles has theoretical implications because it shows how normative typifications that link notions of actors with actorhood circumscribe institutional work pertaining to change.
|
|
| 9. |
- Westerberg, Vicktoria, 1975-
(författare)
-
Skolans tillfälliga bakdörr? : en studie om den särskilda undervisningsgruppen i relation till skolans inkluderande uppdrag
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Although the Swedish compulsory school’s mission is inclusive, there are segregated settings available for students in need of special needs education. The special teaching group is such a setting, and according to the Education Act (SFS 2010:800, 3 chap. 11§) possible to apply when there are special reasons. This thesis aims to understand how the special teaching group is constructed in relation to the inclusive mission of school. To achieve this aim, four questions are answered: (1) How is the organization of the work with special teaching groups described? (2) How is the image constructed of the students placed in special teaching groups? (3) What expectations are made visible in the school staff's talk about support in special teaching groups? (4) How do the school staff talk about the considerations made when placing students in special teaching groups to receive support? The material analysed is derived from four collections of empirical material: one material consisting of data from 30 Swedish municipalities’ organisation of special teaching groups, one consisting of 48 action programs belonging to students placed in special teaching groups, one consisting of data from focus group interviews in which 14 teachers, special need teachers and principals participated, and one consisting of data from individual interviews with 30 principals. The focus of the thesis is the school staff's way of speaking and reasoning about the special teaching group, both in talk and in writing. The material has been analysed discursively: in a first step to show how discourses on an individual level are activated when school staff talk about the special teaching group, and in a second step to understand how talk at an individual level is enabled by various community level discourses linked to inclusion. The analysis shows that three societal discourses compete to fixate the meaning of inclusion. The three discourses offer different ways in which inclusion can be understood, and relate to knowledge, values or health. The analysis shows that school staff activates all three discourses, but they prioritize students’ health. The study contributes to an understanding of how the special teaching group offers an opportunity to meet the educational needs of students by opening an informal back door from the regular but unsatisfactory educational situation. At the same time, the study highlights the issue of how placement in a special teaching group does not contribute to creating an understanding of how mainstream teaching can meet the diverse needs of students in general. Nor does the placement generate the resources needed realizing it.
|
|
| 10. |
|
|
