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The purpose of IPBES assessments is to depict how the natural world and human societies interact with each other on a conceptual level. Habitat degradataion, eutrophication, fishing and climate change are examples of drivers of change that affect Nordic coastal habitats. Policy and governance are principal indirect drivers that both could lead to decline and deteriorations, as well as improvements and recoveries environments. Climate change will affect Nordic marine biodiversity profoundly in the future by changes in, for example, bio-chemical cycles and in the distribution of biodiversity. Such changes might lead to increased oxygen depletion in many areas, leakage of nutrients, changed thropic structures and spread of pathogens. It is therefore of paramount importance that effective governance is developed to mitigate impacts on nature's contributions to people (NCP) and to build sustainability and strategies for sustainability. Less overfishing, less euthropication, fewer pollutants and better land-use and nature protection are measures that will improve the overall resilience of Nordic coastal environments.

This dissertation is about leader development. It focuses on similarities and differences between contents in different in-house leader development programs, and on how these programs are organized. The purpose is to contribute knowledge about leader development in Swedish working life, by describing and analyzing different organizations' ways of doing leader development from a context-actor perspective. Very little research has been undertaken about leader development from a comparative perspective, although leader development is a question of current interest, and can be viewed as a fashion now in the beginning of the 21st century. The context-actor perspective that I use as theoretical point of departure is influenced partly by Bhaskar's transformational model of social activity, partly by institutional theory and the notion of isomorphic processes, containing powers in the context of the organization in combination with local actors. An educational culture is seen as a single organization's specific way to manage leader development. The dissertation is chiefly based on a case study of six organizations' leader development. I have interviewed 13 persons that had the responsibility for creating, carrying out and developing leader development efforts in these organizations. I also studied different documents from these organizations, and observed when actors from one of the organizations met their colleagues from similar organizations for discussions concerning leader development. The analysis of the data has had a distinct feature of abduction, and I used eight constructed aspects and 131 variables when comparing the organizations. My results suggest that the organizations' educational cultures had both overarching similarities and considerable differences. The deeper I probed into the ways in which the organizations did leader development, the more specific details I found. Most of the dissimilarities that appeared in the comparison turned out to be exclusive to specific organizations rather then to groups of organizations. The organizational level appeared as the most important context for shaping the specific characteristic of the different leader development programs. Likewise, the branch level and national level seem to play a central role, but the sector level turned out to be the context with the least importance for the organizations' ways of doing leader development. For the national level it is possible to argue that the similarities the organizations showed may constitute an example of the spirit of the times and everyday talk about leader development that can be found in Swedishworking life. The actors turned out to be part of the organizations' human resources, and they were not seldom human resource managers and women. It was above all these actors that had the responsibility for and organized the leader development. The interplay between the actors and the context can be described in terms of the actors as creators of culture and bearers of culture respectively. There is consequently a potential for both transformation and reproduction as a result of the interplay between the powers that contexts and actors constitute. From the actors' statements it is obvious that they saw themselves as active actors. Overall, the research indicates that it is reasonable to describe an organization's educational culture as a result of how the actors have interacted with different contexts. The existence of certain leader development ideals in Swedish working life is not necessarily a determining factor for how a single actor chooses to work with the leader development in a certain organization, though it depends on the latter.

The Canadian federal government has introduced policy to phase out coal-fired electricity generation by 2030, as part of its climate change mitigation commitments under the Paris Agreement. The policy plan, positioned as a just transition, includes funding and measures to help workers and communities manage economic difficulties arising from the coal phaseout. Sustainability transitions, however, are rarely a purely economic process, as changes in demographics, values, norms and meanings may also ensue. Understanding this process as one of symbolic coping, wherein coal communities must socially come to terms with the phaseout and the resulting threat to their identities, adds another dimension to the just transition concept. This study aimed to better understand the social-psychological processes of sense-making in sustainability transitions, by investigating how coal communities are understanding and coping with the coal phaseout, and how social representations of the coal industry are transforming as a result. Social representations theory (SRT) was the main conceptual framework used, as it explores group-level common-sense understandings, which can be useful in analyzing processes of disruption or transition. Through qualitative case study research in two coal producing communities in Saskatchewan, one of four Canadian provinces affected by the coal phaseout, I explored the dynamics of the social representation of the local coal industry. Using the central core approach to SRT, I identified a core element based in shared history, stability and prosperity, which seemed to provide a foundation for making sense of the coal phaseout policy. From this foundation, I found two models of social representation transformation, resisting and progressive, implicating a split in the social representation of community life after coal. With this theoretical application, I explored social implications of the Canadian coal phaseout, illustrated a model of social representation transformation, and demonstrated a framework that can be applied to transition research in other contexts. I also discussed potential governance implications for designing just transition policies.