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Online supervision mainly focuses on written communication and electronic drafts, while offline supervision comprises physical and social clues, verbal communication, and drafts of texts. This article focuses on supervisors' written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form part of the communicative exchanges performed in the practice of supervision. This means that supervision is an emergent phenomenon that relates to its past, current, and future states. The setting was a dissertation course within a bachelor programme in behavioural science. The data consists of 423 utterances from four supervisors. The utterances were analysed and categorised, and the results show different qualities and degrees of identifications in the supervisors' communicated utterances. The study shows that the quality of supervisors' utterances embraces the difference between the application of comments, points of view, instructions, and questions. This implicates the importance of supervisors' awareness of the nature and the combination of their utterances if they want to increase the student autonomy when supervising online. Keywords Communication Á Dissertation Á Online learning Á Supervision Á Written utterances Supervision as a communicative practice Supervision is a relevant teaching practice for almost every student and teacher who participates in higher education. This practice includes supervisory meetings between students and teachers. During these meetings, students and teachers discuss drafts of the

The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres' premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of 'traditional teaching premises' and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development.

SammanfattningDenna studie fördjupar kunskapen i tidigare forskning om ledarskap i det didaktiska rummet, dvs. inramningen av aktuell undervisningssituation oavsett plats. Syftet var att (a) identifiera och klassificera mönster och trender om lärares ledarskap i det didaktiska rummet 1980-2013, (b) jämföra och diskutera resultaten, och (c) peka ut en framtida forskningsinriktning. Metoden är en systematisk litteraturöversikt (SLR) med en kvantitativ och kvalitativ innehållsanalys. Resultaten visar att hälften av forskningen utfördes under 2006-2013. Resultaten visar också att lärarnas ledarskap är ett västerländskt fenomen som blivit alltmer relevant under senare tid. Dessutom finns det två frågor som kan kopplas till detta ledarskap: oklara gränser mellan olika typer av ledarskap och en sammanblandning av lärares personlighet och ledarstil. Detta understryker förekomsten av kontextuella och situerade didaktiska strategier samt flexibla ledarstilar i det didaktiska rummet. Studien visar förvisso på medvetenheten om olika didaktiska aspekter, men det saknas forskningsdesigner som införlivar den didaktiska komplexiteten.Nyckelord: didaktik; didaktiskt ledarskap; litteraturgranskning; lärares ledarskapAbstractThis study deepens our knowledge about research on leadership in the didactic room, i.e., the framing of the current teaching situation, regardless of its location. The objective was to (a) identify and classify patterns and trends concerning teachers’ leadership in the didactic room from 1980 to 2013, (b) compare and discuss the findings, and (c) point to a future research agenda. The method is a systematic literature review (SLR) with a quantitative and qualitative content analysis. The results revealed that half of the research on this topic was performed from 2006 to 2013. The results also show that teachers’ leadership appears to be a Western phenomenon that is becoming increasingly relevant in our time. Two issues could be linked to this leadership: the unclear boundaries between different types of leadership and confusion about teachers’ personalities and leadership styles. This underlines the importance of contextual and situated didactic strategies and flexible leadership styles in the didactic room. Even if this study shows that an awareness of different didactic aspects exists concerning teachers’ leadership, a comprehensive approach to designing studies that incorporate the didactic complexities is lacking.Keywords: didactic, didactic leadership, literature review, teachers’ leadership

This study is based on the presumption that there is often an under-use of temporary staff in client companies (CC) with highly skilled professionals. The study combines theories of the flexible organization and a socio-cultural perspective on learning within the framework of an inter-organizational context. The data is based partly on seventeen transcribed, semistructured interviews with individuals in various types of health care and social services. The data is also based on two semi-structured focus group interviews with managers responsible for hiring social workers, nurses, and doctors in two different temporary work agencies (TWA) as well as semi-structured focus group interviews with eight managers from a large health care organization. The results show that CCs only use a limited amount of the highly skilled personnel's capacity and exclude preconditions for taking over and absorbing knowledge from temporary workers. This contradicts the idea that staffing allows temps to increase their skills and enhance their employability. In addition, both TWA and the CC pronounce an interest in and readiness for deepening the business relationships between them, but they claim the other is responsible for initiation. The results reflect information not only about temporary workers with higher education but also the new business relationship between TWA and CC in the form of combined skills and workplace validation.

Purpose -The purpose of this paper is to highlight the complexity of manpower management in temporary work agencies (TWA). The aim is to investigate to which extent the managers reflects the features of boundary spanners. Design/methodology/approach -The results come from a case study where manpower managers at one of the biggest TWAs in Sweden are interviewed. Findings -TWAs' boundary-spanning managers mediate between the opinions of the clients, the TWAs, and the individual temps as well as balancing between trust and risk. The findings reveal the relevance of the managers' application of a flexible and a dialectical approach when delivering service to clients, the TWA and the temps. This flexible approach means being able to simultaneously embrace these three perspectives of interests. A dialectical approach involves being able to: systematically balance between the opposing pair of trust and risk and search for the most functional option and not relate others' opinions to one's own personal values.Research limitations/implications -The interview data come from a case study at only one TWA and it is collected in a limited number of interview subjects. Practical implications -The results can provide useful information for recruiters of manpower managers in a TWA when choosing staff members that can enhance strategic management of temps. The results can also be of assistance for managers when interacting with both customers and temps. Originality/value -The paper contributes to the literature by an analysis of the complex working conditions under which manpower managers in TWAs work.

Purpose. The purpose of this study is to identify temporary workers' (temps') expected conditions for learning when they are leased to a client company (CC) for numerical flexibility. Design/methodology/approach. The analysis is based on a phenomenological approach containing 121 transcribed interviews with employees and managers who were active in more than 10 CCs' in seven industries and from seven temporary work agencies. Findings. One important finding is that the CC expects temps not to learn something about the surrounding organization, but to limit themselves only to the concrete tasks assigned to them. Another is that temps' opportunities to influence organizational conditions in the CCs seem to be cut off in a strategic way. Research limitations/implications. Results are valid for interviewees' expressed thoughts and expectations about temps' workplace learning, not about an actual separation between knowledge and actions in the working conditions. Practical implications. CCs associate temps with learning backgrounds that allow them to perform subordinate tasks, such as routine, instructional, or regulatory duties. They associate regular staff with more advanced learning backgrounds and tasks more directly related to occupation and workplace. CCs could benefit from accepting the exchange of knowledge and competence between temps and the company, rather than neglecting it. Social implications. Many temps work side-by-side with regular employees while they often engage in limited areas of the CCs' organization. Originality/value. The originality of this paper lies in its contribution to the relatively unexplored topic of workplace learning and leaders and employees' expectations of temps.

This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers' leadership. The aim is to develop new knowledge about teachers' leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers' various perspectives and behavioral styles in the didactic room. The meaning of the concept -perspective‖ precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.