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Eriksson, Kristina M.ORCID iD iconorcid.org/0000-0002-8992-1919
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Publikationer (10 of 14) Visa alla publikationer
Hattinger, M. & Eriksson, K. M. (2020). Mind the Gap: a Collaborative Competence e-Learning Model between University and Industry. In: Proceedings of the 53rd Hawaii International Conference on System Sciences Jan 07 - 10, 2020 a Maui, Hawaii, United States of America.: . Paper presented at 53rd Hawaii International Conference on System Sciences Jan 07 - 10, 2020 a Maui, Hawaii, United States of America. (pp. 79-88).
Öppna denna publikation i ny flik eller fönster >>Mind the Gap: a Collaborative Competence e-Learning Model between University and Industry
2020 (Engelska)Ingår i: Proceedings of the 53rd Hawaii International Conference on System Sciences Jan 07 - 10, 2020 a Maui, Hawaii, United States of America., 2020, s. 79-88Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This article departure from the effects that interorganizational collaboration brings for the participating partners, specifically from design-related activities of e-learning courses and co-production. There search focus is on critical factors for interorganizational collaborative e-learning and coproduction between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementationand dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers,and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model(CCeM) that will increase industrial employees' competences. Main contribution is that co-production of knowledge entails three levels of activities among actors; to have insight into the purposes and practicesof others, the capacity to transform the problems of a practice and together build common knowledge and finally the capacity of mutually co-produce knowledge acted upon in practice towards transformations in the workplace.

Nyckelord
Advances in Teaching and Learning, Technologies action research, collaborative e-learning, co-production, work-integrated learning
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande; Produktionsteknik
Identifikatorer
urn:nbn:se:hv:diva-15010 (URN)978-0-9981331-3-3 (ISBN)
Konferens
53rd Hawaii International Conference on System Sciences Jan 07 - 10, 2020 a Maui, Hawaii, United States of America.
Tillgänglig från: 2020-02-24 Skapad: 2020-02-24 Senast uppdaterad: 2020-03-16
Eriksson, K. M., Chirumalla, K. & Ericsson, M. (2019). A novel blended learning course developed jointly between three universities to address competence development of professionals in digitalized manufacturing. In: Kristina Johansson (Ed.), VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts. Paper presented at VILÄR 5-6 december 2019, University West, Trollhättan (pp. 6-7). Trollhättan: University West
Öppna denna publikation i ny flik eller fönster >>A novel blended learning course developed jointly between three universities to address competence development of professionals in digitalized manufacturing
2019 (Engelska)Ingår i: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, s. 6-7Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

New competences and knowledge needs arises as manufacturing industry evolves and becomes increasingly digitalized. Facing this transformation, one of the challenges is the continuous and growing need for novel initiatives for competence development.The case portrayed here stems from a Swedish cross-university project aiming to jointly develop and offer courses for competence development of professionals in the manufacturing and IT sectors. The ambition is to increase the impact of the universities' respective efforts of meeting industry competence needs, where the continuous digital transformation entails that employees must develop or even change their qualifications.

The case outlined focus co-production of a joint course package, at master level, between three universities and their respective company networks. Participating universities have long traditions in working closely with companies in research and education, where approaches for co-production have evolved over time. We make use of our joint understanding of the manufacturing industry's specific competence needs and our experiences of sustainable course formats for participants working full time.The joint course covers aspects of a manufacturing company on three levels: plant level i.e. material and production flows, cell level e.g. robotic simulation and visualisation, and system level i.e. data acquisition and monitoring through sensors. Each university is developing a course module of 2.5 ECTS, addressing a level respectively of their specialist competence. Participants are to complete assignments for each course module, i.e. for all three manufacturing levels, where the previous assignment provides an input to the next level, enabling the participants to encompass a holistic view of a manufacturing system. Participants need to combine study and work and at the same time they wish to extend their network, hence we are adopting a blended learning approach, where virtual labs and web conferences are mixed with physical meetings.A variety of challenges arise when designing such novel approaches: combining company networks, course design including online learning, planning of physical course meetings,

joint promotion, common admission and validation process, financial models and more. However, engaging in partnerships with industry for knowledge transformation and development has the potential to become rewarding for all parties.

Ort, förlag, år, upplaga, sidor
Trollhättan: University West, 2019
Nyckelord
Manufacturing, digitalization, competence development, work-integrated learning
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande; Produktionsteknik; TEKNIK, Produktions- och materialteknik
Identifikatorer
urn:nbn:se:hv:diva-14882 (URN)978-91-88847-43-0 (ISBN)978-91-88847-44-7 (ISBN)
Konferens
VILÄR 5-6 december 2019, University West, Trollhättan
Tillgänglig från: 2020-01-20 Skapad: 2020-01-20 Senast uppdaterad: 2020-01-20Bibliografiskt granskad
Eriksson, K. M. & Hattinger, M. (2019). Participants Perspectives and Results from Competence Development Courses for Industrial Work Integrated Learning. In: Kristina Johansson (Ed.), VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts. Paper presented at VILÄR 5-6 december 2019, University West, Trollhättan (pp. 7-8). Trollhättan: University West
Öppna denna publikation i ny flik eller fönster >>Participants Perspectives and Results from Competence Development Courses for Industrial Work Integrated Learning
2019 (Engelska)Ingår i: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, s. 7-8Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

In a work practice of constant implementation of new manufacturing processes, competence development becomes crucial for practitioners within engineering fields such as production systems, additive manufacturing, industry 4.0 and machine learning. Industrial work is transforming and practitioners constantly need to learn both integrated in work practice and through flexible education.Given this, the purpose of this study is to analyse how participants engage in a unique initiative where courses targeting competence development for manufacturing industry have been co-constructed between one university and a network of companies. The longitudinal initiative (2013-ongoing) focus industry knowledge needs and e-learning design aiming for industrial work integrated learning. Over time a course format of five-week flexible e-learning courses of 2.5 ECTS, on master level, has evolved, and 30 courses within e.g. robotics, additive manufacturing and industrial digitalization, have been designed.

The uniqueness lies in the opportunities continuously taken for co-construction of course design throughout and this has brought about a combination of different practices for collaboration between academia and industry. Course participants perspectives are specifically explored through focus group studies and a questionnaire survey. Between 2014 and spring 2019 a total of 367 participants took part in focus group sessions at the end of each course instance. The questionnaire was distributed in spring 2019 to 638 individuals and the response rate was 12% (77 respondents) of which 56 had completed one or more courses. While the response rate of the questionnaire is low, results confirm the findings from the focus group studies and indicates new aspects for further study.

Outcomes from the focus groups show that practitioners feel that their own motives for learning are key for course participation. This is corroborated by the questionnaire results where 79% say they apply for the courses with ambition to study built on their own desire. The flexible e-learning format including virtual laboratories, web-conferencing and practical cases, is essential when combining full time work with competence development. This coupled with 89% of the questionnaire respondents finding the course content useful in relation to their own work, indicates the uniqueness of the initiative. Challenges persisting are the university's lack of capacity to swiftly respond to companies' skills needs and the nurture and development of the growing network that requires continued coordination. However, participants perspectives reveal the potential of how to empower co-construction of knowledge for industrial work integrated learning.

Ort, förlag, år, upplaga, sidor
Trollhättan: University West, 2019
Nyckelord
Work-integrated learning, workplace learning, engineering
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande; Produktionsteknik
Identifikatorer
urn:nbn:se:hv:diva-14883 (URN)
Konferens
VILÄR 5-6 december 2019, University West, Trollhättan
Tillgänglig från: 2020-01-20 Skapad: 2020-01-20 Senast uppdaterad: 2020-01-20Bibliografiskt granskad
Hattinger, M. & Eriksson, K. M. (2018). Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 10-10). Trollhättan: Högskolan Väst
Öppna denna publikation i ny flik eller fönster >>Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry
2018 (Engelska)Ingår i: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 10-10Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.

The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.

Ort, förlag, år, upplaga, sidor
Trollhättan: Högskolan Väst, 2018
Nyckelord
inter-organisational collaboration, knowledge transformation, workplace transformation, manufacturing industry, work-integrated e-learning.
Nationell ämneskategori
Lärande Pedagogik
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
urn:nbn:se:hv:diva-13447 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Konferens
VILÄR, 6-7 december 2018, Mölndal, Sverige
Tillgänglig från: 2019-01-22 Skapad: 2019-01-22 Senast uppdaterad: 2019-10-24Bibliografiskt granskad
Hattinger, M. & Eriksson, K. M. (2018). Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration. International Journal of Advanced Corporate Learning, 11(1), 10-16
Öppna denna publikation i ny flik eller fönster >>Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration
2018 (Engelska)Ingår i: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 11, nr 1, s. 10-16Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners' learning in everyday work, i.e. work-integrated learning.

Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry targeted e-learning courses. The study is part of alongitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.

Ort, förlag, år, upplaga, sidor
International Association of Online Engineering, 2018
Nyckelord
Co-construction of knowledge, work-integrated e-learning, case-based methodology, manufacturing industry.
Nationell ämneskategori
Produktionsteknik, arbetsvetenskap och ergonomi
Forskningsämne
Produktionsteknik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-15025 (URN)10.3991/ijac.v11i1.9152 (DOI)
Tillgänglig från: 2020-03-02 Skapad: 2020-03-02 Senast uppdaterad: 2020-03-02Bibliografiskt granskad
Hattinger, M. & Eriksson, K. M. (2018). Learning negotiations skills on-line by a case-based methodology through co-construction of knowledge between industry and academy. In: 12th International Technology, Education and Development Conference (INTED): . Paper presented at 12th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, MAR 05-07, 2018 (pp. 6651-6658). Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT
Öppna denna publikation i ny flik eller fönster >>Learning negotiations skills on-line by a case-based methodology through co-construction of knowledge between industry and academy
2018 (Engelska)Ingår i: 12th International Technology, Education and Development Conference (INTED), Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2018, s. 6651-6658Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

University e-learning education aims to support lifelong learning for practitioners in the manufacturing industry and strengthen their competence development integrated in work practice. However, traditional higher education courses are usually designed for individuals on campus and do not support work practitioners working full time. Hence, they are not usually designed for time independence, flexibility or collaborative learning. Traditionally, campus courses do not include practitioners’ knowledge from their work experiences as a valuable source to be negotiated in knowledge construction with other peers and teachers. However, to integrate practitioners’ workplace experiences, as a valuable knowledge source, is a demanding process when designing e-learning courses that includes pedagogical strategies, case-based methodologies and choices of learning technologies. The aim of this study was to explore how engineering practitioners and research teachers mutually co-construct knowledge in a case-based methodology, specifically within the subject Negotiation Skills. Studies took part within a longitudinal and joint industry-university competence development project between a network of manufacturing industries and one university in the Western part of Sweden. The courses comprise 2.5 European Credits (ECTS) and include cases as a Harvard Case designed with a predefined role-play negotiation game, video production and essay. The case methodology was developing during three design cycles (2014-2015), as a part of the whole course design inspired by an Action Design Research (ADR) approach. Analysis from three focus group session discussions from the three courses including 34 practitioners, and through observations of web-conferencing show that that practitioners’strengthened their knowledge of handling negotiations within work practice. There were problems of using web-conferencing, producing own videos and fulfil written essays stringently, however these problems decreased throughout the three design cycles of the course, due to explicated instructions and a higher practitioner involvement. Generally, results show that practitioners; 1) strengthened their knowledge on how cultural differences affected negotiations, 2) improved their decision making skills in problematic business situations, and 3) developed personal skills on how to visualize conflict situations through reflections on their own actions and communications within practical work situations. The e-learning technology failures also decreased.

Ort, förlag, år, upplaga, sidor
Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2018
Serie
INTED Proceedings, E-ISSN 2340-1079
Nyckelord
Co-construction; e-learning design; web-conferencing; inter-organisational collaboration; activity theory
Nationell ämneskategori
Pedagogik Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
TEKNIK, Produktions- och materialteknik; Arbetsintegrerat lärande; Produktionsteknik
Identifikatorer
urn:nbn:se:hv:diva-14947 (URN)10.21125/inted.2018.1568 (DOI)000448704001100 ()978-84-697-9480-7 (ISBN)
Konferens
12th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, MAR 05-07, 2018
Forskningsfinansiär
KK-stiftelsen
Tillgänglig från: 2020-02-06 Skapad: 2020-02-06 Senast uppdaterad: 2020-03-10Bibliografiskt granskad
Hattinger, M. & Eriksson, K. (2015). Action Design Research: Design of e-WIL for the Manufacturing Industry. In: The 2015 Americas Conference on Information Systems (AMCIS 2015): Proceedings. Paper presented at 21st Americas Conference on Information Systems, AMCIS 2015; El Conquistador Resort and Convention CenterFajardo; Puerto Rico; 13 August 2015 through 15 August 2015. (pp. 1-14).
Öppna denna publikation i ny flik eller fönster >>Action Design Research: Design of e-WIL for the Manufacturing Industry
2015 (Engelska)Ingår i: The 2015 Americas Conference on Information Systems (AMCIS 2015): Proceedings, 2015, s. 1-14Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper reports on a design process of e-learning courses for competence development of experienced employees in the manufacturing industry. Through a cross- organizational collaborative action design research project the aim was to design e-learning courses at university level to support work-integrated learning. Two design- and learning cycles were evaluated over two years. The first cycle identified challenges that were applied to a pilot course in Industrial automation. From evaluation of this course we derived design principles applied to two further courses in Machining and Negotiation skills. The results from our empirical data suggest general principles as competence mapping work, collaborative manufacturing e-WIL cases and interactive learning technologies for design of e-WIL courses as boundary crossing activities to reach transformative learning integrated in the manufacturing industry.

Nyckelord
e-learning courses, e-learning in the workplace, manufacturing industry
Nationell ämneskategori
Lärande Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
TEKNIK, Produktions- och materialteknik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-8916 (URN)2-s2.0-84963517895 (Scopus ID)978-0-9966831-0-4 (ISBN)
Konferens
21st Americas Conference on Information Systems, AMCIS 2015; El Conquistador Resort and Convention CenterFajardo; Puerto Rico; 13 August 2015 through 15 August 2015.
Tillgänglig från: 2016-01-26 Skapad: 2016-01-25 Senast uppdaterad: 2019-12-02Bibliografiskt granskad
Hattinger, M., Eriksson, K., Malmsköld, L. & Svensson, L. (2014). E-learning Readiness and Absorptive Capacity in the Manufacturing Industry. International Journal of Advanced Corporate Learning, 7(3), 33-40
Öppna denna publikation i ny flik eller fönster >>E-learning Readiness and Absorptive Capacity in the Manufacturing Industry
2014 (Engelska)Ingår i: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 7, nr 3, s. 33-40Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs.

Nyckelord
Absorptive capacity, e-learning readiness, technology enhanced competence development, work-integrated learning, Work-integrated Learning, WIL, AIL, e-lärande
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-7157 (URN)
Tillgänglig från: 2014-12-12 Skapad: 2014-12-12 Senast uppdaterad: 2018-01-25Bibliografiskt granskad
Hattinger, M., Eriksson, K., Malmsköld, L. & Svensson, L. (2014). Work-Integrated Learning and Co-creation of Knowledge: Design of collaborative technology enhanced learning activities. In: Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje (Ed.), Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37): . Paper presented at 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. (pp. 1-15). Ringsted
Öppna denna publikation i ny flik eller fönster >>Work-Integrated Learning and Co-creation of Knowledge: Design of collaborative technology enhanced learning activities
2014 (Engelska)Ingår i: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37) / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, s. 1-15Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this paper we aim to understand management’s perceptions of knowledge and competence development to inform the design of technology enhanced learning activities integrated in the workplace. Work-integrated learning can be viewed with the university lens on studies of formal education integrated in the workplace setting, but here we rather emphasize the conditions of the workplace as implications for design of successful e-learning initiatives. We conducted interviews with 15 manufacturing industries in Sweden and used qualitative content analysis approach to interpret the text data. Results show that companies describe a rich variation of work-integrated learning activities, but the step towards external collaboration with academia for co-production of knowledge is marginal. Also, broad-minded work for innovations is limited. This imply the need for well-planned design of richer collaborative acitivites between academia and organizations through use of media technology to encourage competence development.

Ort, förlag, år, upplaga, sidor
Ringsted: , 2014
Nyckelord
Technology enhanced learning (TEL), work-integrated learning, co-creation, manufacturing industry, WIL, AIL
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik Lärande
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-7199 (URN)978-87-7349-876-7 (ISBN)
Konferens
37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August.
Tillgänglig från: 2014-12-22 Skapad: 2014-12-18 Senast uppdaterad: 2018-01-11
Hattinger, M., Christiernin-Gustafsson, L. & Eriksson, K. M. (2013). Digitizing work: Organizational Work-Integrated Learning through Technology Mediated Courses in Manufacturing Industry. In: 18th WACE World Conference on Cooperative & Work-Integrated Education: WIL-POWER: FUELING THE FUTURE WORKFORCE. Paper presented at 18th WACE World Conference on Cooperative & Work-Integrated Education, June 24-27, 2013, Durban, South Africa (pp. 1-12). WACE
Öppna denna publikation i ny flik eller fönster >>Digitizing work: Organizational Work-Integrated Learning through Technology Mediated Courses in Manufacturing Industry
2013 (Engelska)Ingår i: 18th WACE World Conference on Cooperative & Work-Integrated Education: WIL-POWER: FUELING THE FUTURE WORKFORCE, WACE , 2013, s. 1-12Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

The manufacturing industry is continuously facing global competition and customer demands which impose the need to knowledge development to manage changes and long-term business goals. Continuous and lifelong learning is often seen as processes that support competence development and learning integrated within work. In this paper we focus on processes of learning within the manufacturing industry and how learning initiatives as technology mediated courses (TMC) can support learning from the workplace learning needs. Is learning initiatives integrated in work considered as means for strategic business goals? Can TMC be an important learning tool for support of knowledge creation? The study is performed through interviews with production managers and human resource managers with eight manufacturing industries in the western part of Sweden. Through the study we try to understand what knowledge the industry needs to evolve and achieve effective production. We also study the readiness for technology mediated learning. Early results show that the industries have interest in learning initiatives such as TMC and are willing to co-produce knowledge together with universities. We present a matrix model that interlinks business goals and the industries current use of technology mediated learning tools. However, the experience of using tools such as web conference systems and learning management systems for learning initiatives is diversified.

Ort, förlag, år, upplaga, sidor
WACE, 2013
Serie
Conference Proceedings Abstracts, ISSN 2152-0518
Nyckelord
workplace learning, work-integrated learning, technology mediated courses, manufacturing industry, WIL, AIL
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-5876 (URN)
Konferens
18th WACE World Conference on Cooperative & Work-Integrated Education, June 24-27, 2013, Durban, South Africa
Projekt
MERIT - Manufacturing Education and Research with Information Technology
Forskningsfinansiär
KK-stiftelsen
Tillgänglig från: 2014-01-09 Skapad: 2014-01-09 Senast uppdaterad: 2018-08-10Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8992-1919

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