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Högberg, K., Lundh Snis, U., Svensson, L. & Wihlborg, E. (2023). The analogue disruption of digitalization: the Local bases of the hospitality industry in a Global economy. In: Tung X. Bui (Ed.), Proceedings of the Annual Hawaii International Conference on System Sciences: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023 through 6 January 2023. Paper presented at 56th Annual Hawaii International Conference on System Sciences, HICSS 2023; 3 January 2023 - 6 January 2023 (pp. 3984-3993). IEEE Computer Society, 2023
Åpne denne publikasjonen i ny fane eller vindu >>The analogue disruption of digitalization: the Local bases of the hospitality industry in a Global economy
2023 (engelsk)Inngår i: Proceedings of the Annual Hawaii International Conference on System Sciences: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023 through 6 January 2023 / [ed] Tung X. Bui, IEEE Computer Society, 2023, Vol. 2023, s. 3984-3993Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

There are vital challenges for organization undergoing digital transformation, especially those that rely more and more on the ever-evolving platform economy. The hotel industry faces key problems as they need to have the power to control and augment the value chain supported by an ongoing access to accurate data (such as online customer behavior). We discuss on a conceptual level how such disruptive economic changes appear in the analogue and physical practice, at place in hotel organisations. We explore the practice of analogue disruption as it emerges as struggles and discontinuities that may not bring the expected flow of value to the business. This paper aims to examine how analogue disruptions takes place due to the ongoing digitalization in the hotel sector through the platform economy. We here apply a qualitative analysis with interpretative methodologies, that will open for further knowledge and insights on the analogue disruption of digital transformation. © 2023 IEEE Computer Society. All rights reserved.

sted, utgiver, år, opplag, sider
IEEE Computer Society, 2023
Emneord
Conceptual levels; Digital transformation; Disruptive change; Global economies; Hospitality industry; Hotel industry; Local economy; Online customer behaviors; Power; Value chains; Hotels
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19888 (URN)2-s2.0-85152139036 (Scopus ID)9780998133164 (ISBN)
Konferanse
56th Annual Hawaii International Conference on System Sciences, HICSS 2023; 3 January 2023 - 6 January 2023
Tilgjengelig fra: 2023-04-26 Laget: 2023-04-26 Sist oppdatert: 2024-01-10bibliografisk kontrollert
Carlsson, S., Flensner, K. K., Svensson, L. & Willermark, S. (2022). Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19. The international journal of information and learning technology
Åpne denne publikasjonen i ny fane eller vindu >>Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19
2022 (engelsk)Inngår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose 

Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified invocational teaching practice?

Design/methodology/approach 

The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.

Findings 

Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.

Originality/value 

Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective onvocational competence, the authors enhance the understanding of the importance of a shared socio-material environment

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2022
Emneord
Vocational teaching, Vocational competence, Digitalization, Covid-19, Socio-material perspective
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19148 (URN)10.1108/ijilt-03-2022-0064 (DOI)000853534700001 ()2-s2.0-85138146365 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 2019-03607
Merknad

CC BY 4.0

Tilgjengelig fra: 2022-10-05 Laget: 2022-10-05 Sist oppdatert: 2024-04-08bibliografisk kontrollert
Willermark, S., Abrahamsson, M., Adolfsson, L., Frykman, M., Gellerstedt, M., Nilsson, P. & Svensson, L. (2022). Where do we go from here?: Didactic and organizational questions after the pandemic. In: ICERI2022 Proceedings: . Paper presented at 15th annual International Conference of Education, Research and Innovation. Seville (Spain). 7th - 9th of November, 2022 (pp. 1144-1151). iated Digital Library
Åpne denne publikasjonen i ny fane eller vindu >>Where do we go from here?: Didactic and organizational questions after the pandemic
Vise andre…
2022 (engelsk)Inngår i: ICERI2022 Proceedings, iated Digital Library , 2022, s. 1144-1151Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

COVID-19 changed the educational landscape as we know it. Due to the radical transformation of schooling, there is an imminent question of what lessons have been made and which transformations ‘will stick’ and become the ‘new normal’ after the obvious threats of the pandemic subsided [1]. There is a stream of research that addresses experiences from the pandemic [2-4]. In this study, we focus on the experiences of upper secondary schools in Sweden. The purpose of this paper is to synthesize teachers' and school leaders' experiences from the pandemic and, based on that, address implications for practice for future schooling. We conduct a meta-analysis of four studies within a research project in Sweden [5-8] where the data consists of surveys and workshops with teachers and school leaders and explores their experiences of the pandemic. The results show that Sweden has worked well in an international context, at the same time there are distinct differences regarding teachers' and school leaders' perceptions of what work effort was required, the result of the teaching, and its consequences. Contribution includes synthesizing experiences from the pandemic and pointing out its implications for future education.

sted, utgiver, år, opplag, sider
iated Digital Library, 2022
Emneord
Covid-19, didactic, Covid-19, didaktik, pandemi
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19358 (URN)10.21125/iceri.2022 (DOI)978-84-09-45476-1 (ISBN)
Konferanse
15th annual International Conference of Education, Research and Innovation. Seville (Spain). 7th - 9th of November, 2022
Tilgjengelig fra: 2022-12-23 Laget: 2022-12-23 Sist oppdatert: 2023-04-24bibliografisk kontrollert
Haj-Bolouri, A., Master Östlund, C., Rossi, M. & Svensson, L. (2021). Action design research as a means for organizing workplace learning: case studies of e-learning platforms. Journal of Workplace Learning, 33(6), 405-425
Åpne denne publikasjonen i ny fane eller vindu >>Action design research as a means for organizing workplace learning: case studies of e-learning platforms
2021 (engelsk)Inngår i: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 33, nr 6, s. 405-425Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose

Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.

Design/methodology/approach

This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.

Findings

The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.

Originality/value

The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2021
Emneord
Workplace learning, E-learning, Action design research, Pedagogically rich activities
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-16269 (URN)10.1108/JWL-06-2020-0109 (DOI)000616412800001 ()2-s2.0-85100418665 (Scopus ID)
Tilgjengelig fra: 2021-02-04 Laget: 2021-02-04 Sist oppdatert: 2023-06-02bibliografisk kontrollert
Haj-Bolouri, A., Winman, T. & Svensson, L. (2020). Meta-requirements for Immersive Collaborative Spaces in Industrial Workplace Learning: Towards a Design Theory. Paper presented at Conference of 15th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2020 ; Conference Date: 2 December 2020 Through 4 December 2020. Lecture Notes in Computer Science, 12388 LNCS, 339-346
Åpne denne publikasjonen i ny fane eller vindu >>Meta-requirements for Immersive Collaborative Spaces in Industrial Workplace Learning: Towards a Design Theory
2020 (engelsk)Inngår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 12388 LNCS, s. 339-346Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

As the digital transformation of society accelerates, sophisticated Information Technologies (IT) emerge and are introduced into organizations and institutions of society. An example of such technologies is the Virtual Reality (VR) technology that has re-emerged and become a frequently used solution for supporting collaboration and workplace learning in immersive spaces. The deep sense of immersion in VR enables users to learn and develop working skills in an authentic virtual space, which facilitates an increased feeling of user presence and mapping with real world working scenarios. However, due to the emerging nature of using VR for collaboration and workplace learning, there are wide possibilities for Information Systems (IS) scholars to explore the prescriptive knowledge space of how to design and theorize VR technologies through Design Science Research (DSR). In this research in progress paper, we scrutinize the question of how to design immersive collaborative spaces for industrial workplace learning, and subsequently perform a preliminary round of literature review to address the question. Consequently, the findings of the review are reported as three meta-requirements, which we target as the contribution and input for further development of an information systems design theory. © 2020, Springer Nature Switzerland AG.

sted, utgiver, år, opplag, sider
Springer Science and Business Media Deutschland GmbH, 2020
Emneord
Design; Industrial research; Information systems; Information use; Service industry; Virtual reality, Collaborative spaces; Design science researches (DSR); Digital transformation; Information systems design theories; Knowledge spaces; Literature reviews; Virtual spaces; Workplace learning, Engineering education
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; Produktionsteknik
Identifikatorer
urn:nbn:se:hv:diva-16195 (URN)10.1007/978-3-030-64823-7_31 (DOI)2-s2.0-85097820809 (Scopus ID)
Konferanse
Conference of 15th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2020 ; Conference Date: 2 December 2020 Through 4 December 2020
Tilgjengelig fra: 2021-01-14 Laget: 2021-01-14 Sist oppdatert: 2023-06-02bibliografisk kontrollert
Bernhard, I., Lundh Snis, U., Gellerstedt, M. & Svensson, L. (2020). Samverkansmodell för Arbetsintegrerat Lärande i Forskarutbildning: En ökad samhällsrelevans genom interaktiva flöden. Trollhättan: Högskolan Väst
Åpne denne publikasjonen i ny fane eller vindu >>Samverkansmodell för Arbetsintegrerat Lärande i Forskarutbildning: En ökad samhällsrelevans genom interaktiva flöden
2020 (svensk)Rapport (Annet vitenskapelig)
Alternativ tittel[en]
Collaboration Model for Work-Integrated Learning in Higher Education Third-Cycle
Abstract [sv]

Universiteten i Sverige och övriga världen måste ständigt se över former för förbättrat utbyte med det omgivande samhället. Strategier för samverkan behöver kunna följas upp, mätas och förbättras. På Högskolan Väst (HV) har vi vårt profilområde inom arbetsintegrerat lärande (AIL), som generellt syftar till att integrera såväl teori som praktik i både utbildning, forskning och samverkan - på ett systematiskt och hållbart sätt. I denna rapport kartläggs samverkanseffekter i forskarutbildningen i informatik med inriktning mot arbetsintegrerat lärande. Syftet med rapporten är att utvärdera forskarutbildningen och forskningsmiljön från ett AIL-perspektiv. Vi har utgått från en informativ vetenskapsmodell (Informing Flows Framework) för att genomföra en nulägesanalys där vi identifierar och visualiserar samarbetstyper inom och mellan forskar-utbildningen/forskningsmiljön och Högskolan Västs nyckelaktörer: praktiken, forskarsamhället och doktorander. Konkreta implikationer visar hur samverkan och informationsflöden är kopplade och hur de kan förbättras. Allmänna reflektioner ges på modellen som ett användbart sätt för kvalitetsutveckling som går bortom de traditionella lärandemålen. Vi ser klara utvecklingsvägar för att kunna inkludera fler och djupare aspekter av samarbete och interaktion, som kan ge förbättrat utbyte och tydligare mått och strategier för vad och hur vi ska betrakta ”societal impact” för forskarutbildningen.

Abstract [en]

Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (third-cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

sted, utgiver, år, opplag, sider
Trollhättan: Högskolan Väst, 2020. s. 19
Serie
Rapport Högskolan Väst, ISSN 2002-6188, E-ISSN 2002-6196 ; 2020:4
Emneord
Collaboration model, Current state analysis, PhD education, Research, Work-Integrated Learning, Third-cycle, Samverkansmodell, forskarutbildning, arbetsintegrerat lärande, doktorand, nulägesanalys, informationsflöden
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; Arbetsintegrerat lärande; Arbetsintegrerat lärande; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-16190 (URN)978-91-88847-91-1 (ISBN)978-91-88847-92-8 (ISBN)
Tilgjengelig fra: 2021-01-14 Laget: 2021-01-14 Sist oppdatert: 2021-01-14
Hedman, K., Henning, C. & Svensson, L. A. (2019). Empowering older people in different contexts through social ties. In: [ed] T. Anme (Ed.), Creating empowerment in communities: Theory and practice from an international perspective (pp. 95-111). New York: Nova Science Publishers, Inc.
Åpne denne publikasjonen i ny fane eller vindu >>Empowering older people in different contexts through social ties
2019 (engelsk)Inngår i: Creating empowerment in communities: Theory and practice from an international perspective / [ed] [ed] T. Anme, New York: Nova Science Publishers, Inc., 2019, s. 95-111Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

A better understanding of insecure living circumstances and the relational world of older people has the potential to contribute to the development of care planning and delivery. This chapter examines conditions of precarity and empowering social ties of older people in community sites. The study used ethnographic methods to understand the lived experiences of 20 older people that was predominantly female and African American in Baton Rouge in the U.S. State of Louisiana. The ethnographic fieldwork for this investigation was conducted from 2013 to 2018 through participant-observations and open-ended interviews in three community sites in Baton Rouge. The field data was analyzed using social network and empowerment frameworks. The social ties of older people in Louisiana were compared with a previous study on social ties of older people in two Swedish senior centers. The analysis focuses self-, peer- and community empowerment levels and how they protect against precarity of older people. The findings from studying different community sites of older people in Louisiana demonstrate that the key social support ties that provided a buffer against precarity of older people were close friendships made in community sites and spiritual faith ties to God. Conditions of precarity and sources of stress of older people in Louisiana were constant threats of discontinuity of home-based health care services, prescription and medication access, not affording health care and other social problems of poverty, cognitive impairment and declining health. In Louisiana, self- and peer empowerment of older people were strong, but community empowerment through home-based health care services were not enough to prevent and reduce precarity of older people. Toward the background that Sweden can be considered to have a comprehensive social welfare system it is easier to see examples of empowerment of older people on all three levels. Self- and community empowerment were the strongest when studying examples of community sites for older people. In the Swedish study, the social network of older people was dominated by thin ties between senior peers. Community sites are needed as completent to ageing at home. In Louisiana, strong (thick) ties of older people were dominant. For the older people in Louisiana to receive consistent home-based health care services was not a given but required an ongoing active and joint effort by older people, family caregivers and friends. Policy implications of this study are that ongoing care support by family caregivers, friends and home-based health care services and medication access without gaps are needed to reduce and protect against precarity of older people. Self-empowerment should be supported by not only peer but also community empowerment.

sted, utgiver, år, opplag, sider
New York: Nova Science Publishers, Inc., 2019
Emneord
older people, precarity, social ties, social network, empowerment, friendship, ethnography, senior citizen center
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Socialt arbete
Identifikatorer
urn:nbn:se:hv:diva-13530 (URN)9781536149425 (ISBN)
Tilgjengelig fra: 2019-03-21 Laget: 2019-03-21 Sist oppdatert: 2020-01-28bibliografisk kontrollert
Vallo Hult, H., Hansson, A., Svensson, L. & Gellerstedt, M. (2019). Flipped healthcare for better or worse. Health Informatics Journal, 25(3), 587-597
Åpne denne publikasjonen i ny fane eller vindu >>Flipped healthcare for better or worse
2019 (engelsk)Inngår i: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811, Vol. 25, nr 3, s. 587-597Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The medical profession is highly specialized, demanding continuous learning, while also undergoing rapid development in the rise of data-driven healthcare. Based on clinical scenarios, this study explores how resident physicians view their roles and practices in relation to informed patients and patient-centric digital technologies. The paper illustrates how the new role of patients alters physicians’ work and use of data to learn and update their professional practice. It suggests new possibilities for developing collegial competence and using patient experiences more systematically. Drawing on the notion of flipped healthcare, we argue that there is a need for new professional competencies in everyday data work, along with a change in attitudes, newly defined roles, and better ways to identify and develop reliable online sources. Finally, the role of patients, not only as consumers but also producers of healthcare, is a rather formidable and complex cultural change to be addressed. © The Author(s) 2019.

Emneord
adult, article, case report, clinical article, consumer, drawing, female, human, learning, male, professional practice, resident, workplace
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-13851 (URN)10.1177/1460458219833099 (DOI)000492276100012 ()2-s2.0-85063317860 (Scopus ID)
Merknad

First Published March 19, 2019

Tilgjengelig fra: 2019-05-24 Laget: 2019-05-24 Sist oppdatert: 2021-02-05
Svensson, L., Öberg, L.-M. & Olofsson, A. (2019). Towards Excellence in Flexible Education: Identifying Challenges for the Digital University. In: Chova, LG Martinez, AL Torres, IC (Ed.), 12th International Conference of Education, Research and Innovation (Iceri 2019): . Paper presented at 12TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2019) (pp. 3223-3223). International Association for Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>Towards Excellence in Flexible Education: Identifying Challenges for the Digital University
2019 (engelsk)Inngår i: 12th International Conference of Education, Research and Innovation (Iceri 2019) / [ed] Chova, LG Martinez, AL Torres, IC, International Association for Technology, Education and Development, 2019, s. 3223-3223Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The research presented in this paper draws on data from the early phases of a unique development program at a Scandinavian University. In 2018, the University launched an ambitious program aiming at preparing all courses and programs for flexible mode of delivery. After an internal process, 13 projects were selected and funded. The authors of this paper were chosen as evaluators of the program. So far, the evaluation is based on two sources of data: (i) document analysis of the project applications, and (ii) Status reports from June 2019 indicating the progress and the inter-project cooperation. Each project have been classified with respect to - Pedagogical innovation, Technological maturity, Work integrated Learning, and Strategies for diffusion of results. The results indicate that early barriers to the digitalization program involves Development of a joint infrastructure, Lack of resources for technopedagogical support, Organizational routines for admission of distance education students, and Lack of innovation with respect to secure and fair assessment via distance.

sted, utgiver, år, opplag, sider
International Association for Technology, Education and Development, 2019
Serie
ICERI Proceedings, E-ISSN 2340-1095
Emneord
Flexible Education, Distance Learning, Work-Integrated learning
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-17952 (URN)000530109203045 ()978-84-09-14755-7 (ISBN)
Konferanse
12TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2019)
Tilgjengelig fra: 2021-12-21 Laget: 2021-12-21 Sist oppdatert: 2022-04-25bibliografisk kontrollert
Haj-Bolouri, A., Master Östlund, C., Rossi, M. & Svensson, L. (2019). Work-Integrated Learning as an Outcome of Using Action Design Research in Practice. In: Tulu B., Djamasbi S., Leroy G. (Ed.), Extending the Boundaries of Design Science Theory and Practice: . Paper presented at DESRIST 2019 International Conference on Design Science Research in Information Systems and Technology (pp. 92-107). Springer, 11491
Åpne denne publikasjonen i ny fane eller vindu >>Work-Integrated Learning as an Outcome of Using Action Design Research in Practice
2019 (engelsk)Inngår i: Extending the Boundaries of Design Science Theory and Practice / [ed] Tulu B., Djamasbi S., Leroy G., Springer, 2019, Vol. 11491, s. 92-107Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.

sted, utgiver, år, opplag, sider
Springer, 2019
Serie
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349
Emneord
Action Design Research, Work-Integrated learning, Reflective practice, Design Science Research
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-14805 (URN)10.1007/978-3-030-19504-5_7 (DOI)2-s2.0-85066019666 (Scopus ID)978-3-030-19503-8 (ISBN)978-3-030-19504-5 (ISBN)
Konferanse
DESRIST 2019 International Conference on Design Science Research in Information Systems and Technology
Tilgjengelig fra: 2019-12-27 Laget: 2019-12-27 Sist oppdatert: 2023-06-04bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4333-0371