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  • Abraha, Desalegn, et al. (författare)
  • Relationships and Networks in the Processes of Establishment of Firms in Transitional Economies : The case of Scandinavian firms in Eastern and Central Europe
  • 2006
  • Rapport (populärvet., debatt m.m.)abstract
    • Focus on the particular entry mode a firm uses to enter a new market, rather than the process of establishment dominates in extant literature. To fill this void, we apply an establishment process model developed from the network approach to illuminate the web of relationship forms embedded in the establishment process of two Scandinavian firms as they attempt to establish themselves in transition economies. In one case, the results show that Statoil’s process of establishment in Estonia was less time- and resource-consuming because the firm drew support from significant actors in their network of exchange relationships. In the second case, a lack of home and host country support for Scania in Croatia resulted in an arduous and costly process and less stable position in the market, with the firm’s position changing several times as different problems cropped up. In light of the findings from the two cases, theoretical and practical implications for managing the establishment process are discussed.
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  • Abrahamsson, Kenneth (författare)
  • Adult education in Sweden and the United States : Working Life in Sweden No. 38
  • 1990
  • Rapport (populärvet., debatt m.m.)abstract
    • All young persons in Sweden have to complete 9 years of basic compulsory schooling. More than 95 percent opt for an additional 2 or 3 years of upper secondary school, after which they have free access to further education. The system of adult education is designed to bridge the gaps between generations and to provide opportunities for recurrent, lifelong education. The traditionally strong position of adult education is partly tied to the large number of providers. Formal adult education comprises basic education operated by authorities through government grants and municipal adult education. Popular adult educational activities are studies at folk high schools or under the aegis of adult educational associations. Labor market training takes the form of specially organized vocational training or uses the regular educational system. Personnel education and inservice training are educational activities aimed at employees and organized on the employers' terms and at their expense in companies and national or local authorities. The government has tried to establish the necessary preconditions for adult educational activities, including adult education in all municipalities, educational financing, educational leave, studies as part of the renewal of working life, and adult education as an expression of general welfare policy
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  • Abrahamsson, Kenneth, et al. (författare)
  • Adult learning, work and citizenship : and reflections from the New Sweden '88 Adult Education Seminars in the USA and Canada, October-November 1988
  • 1989
  • Rapport (populärvet., debatt m.m.)abstract
    • This document reports the activities and impressions of 30 Swedish adult educators who exchanged ideas, experiences, and research results concerning adult education and learning at more than 20 conferences and seminars organized in the United States and Canada. The foreword briefly summarizes some impressions. (Among them are that adult education is more market-oriented in the United States than in Sweden, which has a more policy-oriented system; that Sweden may have more adults being educated per capita, whereas the United States and Canada may offer a wider variety of programs; and that Sweden may be more concerned with equality as it relates to adult education, whereas personal fulfillment may be a more common value in North America.) Part 1 of the document compares and contrasts the North American and Swedish systems, including such topics as study circles, study finance, outreach activities, workplace learning, public broadcasting, and adult learning, the status of research and development in adult education and the infrastructure of adult learning. Ten references are provided for Part 1. Part 2 contains a set of black and white photographs of the Swedish educators and of people and places they encountered during their visits to North America and Canada. Part 3 provides a smorgasbord of ideas, programs, notes, and references about the trip and the ideas exchanged there
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