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The purpose of this paper is to examine the effects of immigration on the labour market outcomes of low-educated natives (i.e. residents without a university diploma). Using the labour market competition theory, which argues that the labour market effects of natives depend on the skill set of immigrants, the paper addresses whether immigrants are complementary to or substitutes for native workers.

Longitudinal matched employer–employee data on Sweden are used to estimate how low-educated natives, in regions experiencing the greatest influx of refugees from the Balkan wars, responded to this supply shock with regard to real wages, employment and job mobility between 1990 and 2003.

First, the analysis shows that low-educated native workers respond to the arrival of immigrants with an increase in real wages. Second, although employment prospects in general worsened for low-skilled workers in most regions, this is not attributable to the regions experiencing the largest supply shock. Third, there are indications that low-skilled natives in immigration-rich regions are more likely to change workplace, particularly in combination with moving upwards in the wage distribution.

Rather than seeing an emergence of the commonly perceived displacement mechanism when an economy is subject to a supply shock, the regional findings suggest that high inflows of immigrants tend to induce a mechanism that pulls native workers upwards in the wage distribution. This is important, as the proportion of immigrants is seldom evenly distributed within a nation.

The purpose of the study is to test if it, by the use of a survey methodology, is possible to measure managers' awareness on, and specifically if there exist preconceived beliefs on, overall equipment effectiveness (OEE) results. The paper presents the design of the survey methodology as well as a test of the survey in one case company.

Actual OEE logs from a case company are collected and a survey on the data is designed and managers at the same case company are asked to answer the survey. The survey results are followed-up by an interview study in order to get deeper insights to both the results of the survey as well as the OEE strategy at the case company.

The findings show that the managers at this particular case company, on a general level, does not suffer too much from preconceived beliefs. However, it is clear that the managers have a preconceived belief that lack of material is logged as a loss much more often than what it actually is.

The test has only been performed with data from one case company within the automotive manufacturing industry and only the managers at that case company has been active in the test.

The survey methodology can be replicated and used by other companies to find out how aware their employees are on their OEE results and if possible preconceived beliefs exists.

To the authors' knowledge, this is the first attempt at measuring if preconceived beliefs on OEE results exist.

This chapter examines what teacher training has taught us through numerous studies and collaborations on how space can be used to develop a unique culture with students. The principal concept here is that classroom and education design has evolved. The pandemic has spotlighted the physical and virtual spaces we use while learning desired qualities of collaboration, communication, critical thinking and designing for creativity and belonging.

The aim was to describe the development of a theoretical model for leader evaluation and development, an instrument based on this model, and a strategy for large scale implementation in the Swedish armed forces. The model rests on an interactional person by situation paradigm. It emphasises “developmental leadership”, which is inspired by transformational and functionalistic leadership approaches. The developmental leadership questionnaire (DLQ) was operationalised from the model and refined through structural equation modelling. The model and the DLQ will be used for three purposes: yearly evaluation of all personnel in the Swedish armed forces; yearly planning dialogues between each employee and his or her nearest supervisor; and a tool for leadership training. The implementation strategy includes an initial course in developmental leadership for all colonels. This is followed by the selection and training of local trainers, who, in turn, initiate the comprehensive programme locally. The system should be fully implemented by 2005.

Management, over time, takes a series of specific strategic actions. As strategic actions we define actions aimed at influencing how the actor is related to other actors. We propose that when a strategic action is committed affects the outcome of the action. An important reason for this is that strategic actions over time can be regarded as interdependent sequences of actions. Timing and sequences may be more or less – or is not at all – preplanned by an actor. In a network perspective a focal actor is dependent on other actors that commit strategic actions. This creates interdependencies that vary over time, which a focal actor influences in a proactive, interactive and/or reactive way. The timing of strategic actions is a general, quite complex and elusive phenomenon to be handled in practice and theory. Despite its importance, very little research has been published.

This culminating chapter reviews the impacts of the pandemic on global systems of education. Drawing on the insights of the preceding chapters, this chapter offers three ideas for the future. First, schools of education should engage in innovative learning experiences including in person, online and hybrid learning opportunities. Second, staff support and development are key areas for future growth. Similarly, the third area for future growth is deeper consideration of student well-being and development. The pandemic placed these ideas at the forefront of conversation, and schools of education are positioned to continue that conversation, taking action to create transformative educational experiences.

This chapter traces the journey of the Faculty of Education through the pandemic, charting some of the challenges and opportunities in leading teaching and learning, research, international and engagement activities while maintaining its staff's health and emotional well-being. The chapter concludes with six significant educational challenges amplified during COVID-19 that must be addressed. These insights provide a road map for how higher education and academia can emerge from the pandemic fit for purpose and ready to contribute to our nation's and the world's future.

This chapter shares the challenges that scholars experienced during the pandemic and their responses to them. We find that participants responded to complex work and home challenges through ethics of grit and perseverance. Offering a caution against grit mindsets, we argue that academics would benefit from opportunities to develop fuller forms of resilience. To do so, we recommend that higher education institutions co-construct locally and culturally relevant conceptualisations of resilience and enact trauma-informed practice to better support academic resilience in their faculties.