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Svensson, A., Lundh Snis, U. & Bernhard, I. (2023). Guest editorial: Learning capabilities for future work practices. Journal of Workplace Learning, 35(6), 465-469
Open this publication in new window or tab >>Guest editorial: Learning capabilities for future work practices
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 6, p. 465-469Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
learning, work practices
National Category
Business Administration Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20672 (URN)10.1108/jwl-08-2023-198 (DOI)001049298000001 ()2-s2.0-85168108166 (Scopus ID)
Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2024-01-04Bibliographically approved
Svensson, A., Lundh Snis, U. & Bernhard, I. (2023). Guest editorial: Learning capabilities for future work practices: part two. Journal of Workplace Learning, 35(8), 665-669
Open this publication in new window or tab >>Guest editorial: Learning capabilities for future work practices: part two
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 8, p. 665-669Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
learning, workplace
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21062 (URN)10.1108/jwl-10-2023-199 (DOI)2-s2.0-85178179744 (Scopus ID)
Available from: 2023-12-14 Created: 2023-12-14 Last updated: 2024-01-04Bibliographically approved
Bernhard, I. & Olsson, A. K. (2023). One foot in academia and one in work-life: the case of Swedish industrial PhD students. Journal of Workplace Learning, 35(6), 506-523
Open this publication in new window or tab >>One foot in academia and one in work-life: the case of Swedish industrial PhD students
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 6, p. 506-523Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.

Design/methodology/approach – The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.

Findings – Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.

Research limitations/implications – Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.

Originality/value – This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
Doctoral education, Industrial PhD student, Work-integrated learning, Workplace, University–industry collaboration, Sweden
National Category
Learning Business Administration
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20603 (URN)10.1108/jwl-11-2022-0157 (DOI)001032225000001 ()2-s2.0-85165138404 (Scopus ID)
Note

CC BY 4.0

Available from: 2023-08-08 Created: 2023-08-08 Last updated: 2024-01-08
Olsson, A. K. & Bernhard, I. (2023). Transforming doctoral education: Exploring industrial PhD collaboration in Sweden. International Journal of Work-Integrated Learning, 24(4), 523-536
Open this publication in new window or tab >>Transforming doctoral education: Exploring industrial PhD collaboration in Sweden
2023 (English)In: International Journal of Work-Integrated Learning, ISSN 2538-1032, Vol. 24, no 4, p. 523-536Article in journal (Refereed) Published
Abstract [en]

Doctoral education is transforming, along with societal changes, as it is no longer solely aimed at academic careers. A new landscape with various models for doctoral education is emerging with an increased alignment with industry. This study aims to deepen research by critically exploring industrial PhD education collaboration in Sweden. The perspectives of industrial PhD students, academia, and industry are integrated with work-integrated learning as a theoretical lens to identify benefits, challenges, and prerequisites for how to structure and manage such a collaboration. Qualitative methods are applied including a total of 38 respondents. Industrial PhD students embody PhD education, research, and university-industry collaboration, generating learning and understanding across sectors and industries. The current knowledge of PhD education is advanced by integrating multiple perspectives, to reveal prerequisites that are vital for how to structure and manage industrial PhD education collaboration, to promote work-integrated learning towards a way to build knowledge.

Keywords
Doctoral education, industrial PhD education, university-industry collaboration, work-integrated learning, Sweden
National Category
Business Administration
Research subject
Work Integrated Learning; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20961 (URN)
Note

CC-BY 4.0

Available from: 2023-11-18 Created: 2023-11-18 Last updated: 2024-01-10Bibliographically approved
Bernhard, I. & Wihlborg, E. (2022). Bringing all clients into the system: Professional digital discretion to enhance inclusion when services are automated. Information Polity, 27(3), 373-389
Open this publication in new window or tab >>Bringing all clients into the system: Professional digital discretion to enhance inclusion when services are automated
2022 (English)In: Information Polity, ISSN 1570-1255, E-ISSN 1875-8754, Vol. 27, no 3, p. 373-389Article in journal (Refereed) Published
Abstract [en]

The increasing use of automated systems for decision-making and decision support in public administration is forming new practices and challenging public values since public services must be impartially accessible and designed for everyone. New robotistic process automation (RPA) systems are generally designed based on back-office structures. This requires clients to submit relevant data correctly in order for these services to function. However, not all potential or intended users of these services have the competence and the capacity to submit accurate data in the correct way. Front-line case workers at public agencies play critical roles in supporting those who have problems using the services due to the a forementioned accessibility requirements and there by work in bridging digital divides. This article analyses strategies used by front-line case workers to complement RPA and improve the inclusion of all clients in the services. It builds on qualitative case studies at two Swedish authorities, including in-depth interviews and observations. The study shows that the discretion of the front-line case workers is limited by the RPA systems, and they also have limited discretion to support clients in their use of the digital services. Instead, they develop strategies in line with more service- and socially-oriented values; duty-oriented values are integrated into the RPA. The analysis shows the importance of forming new support structures for inclusion when public services are automated to maintain the core public values of inclusion and democratic legitimacy.

Place, publisher, year, edition, pages
IOS Press, 2022
Keywords
Front-line case workers, robotic process automation, inclusion, impartiality
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19408 (URN)10.3233/ip-200268 (DOI)000852884600006 ()2-s2.0-85137987628 (Scopus ID)
Available from: 2022-12-01 Created: 2022-12-01 Last updated: 2022-12-02Bibliographically approved
Bernhard, I. & Olsson, A. K. (2022). Industrial PhD Education: Exploring Doctoral Students Acting in the Intersection of Academia and Work-Life. In: Jones, Michael (Ed.), Proceedings of the Informing Science and Information Technology Education Conference,  InSite 2022,: Informing Science and Information Technology Education Conference, Online July 6-7, 2022. Paper presented at InSITE 2022, online 6-7, 2022 (pp. 1-16). Informing Science Institute
Open this publication in new window or tab >>Industrial PhD Education: Exploring Doctoral Students Acting in the Intersection of Academia and Work-Life
2022 (English)In: Proceedings of the Informing Science and Information Technology Education Conference,  InSite 2022,: Informing Science and Information Technology Education Conference, Online July 6-7, 2022 / [ed] Jones, Michael, Informing Science Institute , 2022, p. 1-16Conference paper, Published paper (Other academic)
Abstract [en]

Aim/Purpose:

The aim is to explore the benefits and challenges of industrial PhD education through the perspectives of industrial PhD students who are acting in the intersection of academia and work-life by applying a work-integrated learning (WIL) approach to highlight issues that academy and industry need to consider.

Background:

Industrial PhD education is a vital part of collaboration between academia and society although still an under-researched field. This paper reveals the perspectives of the industrial PhD students who are at the same time involved in both academia and industry, with the same academic demands as traditionally enrolled academic PhD students combined with demands and expectations from their industrial employers.

Methodology:

Qualitative methods were applied and 19 semi-structured interviews with industrial PhD students were conducted. The empirical context is a Swedish university profiling work-integrated learning offering PhD programs for industrial PhD students from both the private and public sectors.

Contribution:

This explorative study contributes to advance the current knowledge of third cycle education to deepen the insights into benefits and challenges in industrial PhD education through the perspectives of industrial PhD students acting in the intersection of academia and work-life. By applying a WIL approach on third-cycle education, issues that academy and industry need to consider for successful collaboration within doctoral education are identified.

Findings:

Findings indicate that industrial PhD students acting in the intersection of academia and work-life are developing practical and transferable skills requested by employers outside academia, hence increasing societal impact. Findings show that industrial PhD education generates several WIL benefits. Novel challenges identified include unclear financial agreements, conflicts of interest, administrative bureaucracy, work promotion opportunities, and lack of be-longing and identity, hence not exploiting the full potential of WIL. This has been further intensified during the COVID-19 pandemic with restricted travel and dependence solely on virtual connections.

Recommendations for Practitioners:

It is vital to recognize that challenges do exist and need to be considered to strengthen industrial PhD education as well as collaboration between academia and society. Increased communication and continuous interactions between academia and industry during the entire industrial PhD education are needed.

Recommendations for Researchers: Future studies of WIL in industrial PhD education are encouraged.

Impact of society

This study contributes insights into PhD education transforming along with societal needs based on successful university-society collaboration.

Future Research:

Further research is encouraged to deepen and broaden the industry perspective of industrial PhD education.

Place, publisher, year, edition, pages
Informing Science Institute, 2022
Keywords
industrial PhD student, industrial PhD education, work-integrated learning, WIL, PhD program, university-society collaboration
National Category
Learning Business Administration
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-18593 (URN)10.28945/4961 (DOI)
Conference
InSITE 2022, online 6-7, 2022
Note

CC BY-NC 4.0 license

Available from: 2022-07-06 Created: 2022-07-01 Last updated: 2023-08-17Bibliographically approved
Olsson, A. K. & Bernhard, I. (2022). Industrial PhD students spanning the boundaries between academia and practice: a collaboration for organisational learning, Organisational Learning, Knowledge and Capabilities.. In: Learning future workforce capabilities for global sustainability: . Paper presented at OLKC CONFERENCE 2022, 7-9 September in Trollhättan, Sweden.
Open this publication in new window or tab >>Industrial PhD students spanning the boundaries between academia and practice: a collaboration for organisational learning, Organisational Learning, Knowledge and Capabilities.
2022 (English)In: Learning future workforce capabilities for global sustainability, 2022Conference paper, Oral presentation only (Refereed)
Abstract [en]

The aim of this study is to further expand research on cross-boundary organisational collaboration for learning by focusing on industrial PhD education and the overlapping role of industrial PhD students. This paper reveals the perspectives of industrial PhD students, academia, and industry involved in collaboration for organisational learning. Work-integrated learning is applied as a theoretical lens to identify vital issues for collaboration. Qualitative methods are applied. The sample includes three categories of respondents (in total 38): 19 industrial PhD students from the three disciplines, 9 representatives from academia and 10 respondents from industry. This explorative study contributes to advance the current knowledge on PhD education by integrating multiple perspectives insights to reveal issues that are vital for a successful industrial PhD education collaboration to generate organisational learning. Findings state that industrial PhD education collaboration is generating organizational learning and understanding across sectors and industries.

Keywords
university-industry collaboration, industrial PhD education, industrial PhD student, organisational learning, work-integrated learning
National Category
Business Administration Information Systems
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19453 (URN)
Conference
OLKC CONFERENCE 2022, 7-9 September in Trollhättan, Sweden
Available from: 2022-12-23 Created: 2022-12-23 Last updated: 2024-02-15Bibliographically approved
Sundström, M., Olsson, A. K. & Bernhard, I. (2022). Retailing and cultural heritage as means for the future city. In: : . Paper presented at The 8th Nordic Retail and Wholesale Conference (NRWC). Tampere, Finland on the 8th – 10th November 2022.
Open this publication in new window or tab >>Retailing and cultural heritage as means for the future city
2022 (English)Conference paper, Oral presentation only (Other academic)
Keywords
Retail in society, cultural heritage, place innovation, inclusion, future city
National Category
Human Geography
Identifiers
urn:nbn:se:hv:diva-19393 (URN)
Conference
The 8th Nordic Retail and Wholesale Conference (NRWC). Tampere, Finland on the 8th – 10th November 2022
Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2023-04-24Bibliographically approved
Olsson, A. K. & Bernhard, I. (2022). What are the prerequisites for a successful industrial PhD education collaboration?. In: International Conference on Work Integrated Learning: Abstract Book. Paper presented at WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden (pp. 87-89). Trollhättan: University West
Open this publication in new window or tab >>What are the prerequisites for a successful industrial PhD education collaboration?
2022 (English)In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 87-89Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Background

University-industry collaboration is a widespread phenomenon in response to complex societal challenges. All sectors of society struggle to meet contemporary challenges by including various perspectives and competences (Bernhard and Olsson, 2020; Olsson et al., 2021; Stegeager and Thomassen, 2021). There is a need to continuously learn at work and redevelop work practices by relating to new concepts, technologies, and organizational principles. University-industry interactions are of importance for mutual learning in higher education as well as in industry (Bölling & Eriksson, 2016; Olsson et al., 2021). Universities have an essential role supporting life -long learning and acting as knowledge hubs embedded in society (Lind et al., 2013) providing trained res earchers prepared to meet these challenges (Altbach et al., 2019; Hayes, 2021). There is an emerging interest for collaboration with university in third-cycle education as the importance of PhD education is recognized in contemporary society (Bernhard & Olsson, 2020; Bin et al., 2016; Borrell-Damian et al., 2010; Gill & Mullarkey, 2015; Gustavsson et al., 2016; Jones, 2018; Roolaht, 2015). European higher education policies call for PhD educations that are transformed along with societal needs and labor markets for PhDs. Especially since PhD education does not merely aim for academic careers (Malfroy, 2011; Santos & Patricio, 2020; Valencia -Forrester, 2019). Industrial PhD education is emerging as one way of increasing collaboration between university and wo rklife during the PhD education. Industrial PhD students here refer to students who originate from and are fully employed in industry (industry funded) during their PhD education, i.e., the company is investing in an employee to become a PhD. Accordingly, industrial PhD students are acting in the intersection of academia and work-life, but with the same academic demands as traditionally enrolled academic PhD students. One transdisciplinary approach to increase collaboration between university and society is work-integrated learning (WIL) to integrate theoretical knowledge with practice work bridging research, higher education, and practice for mutual learning outcomes (Bates, 2008; Billett, 2009; 2014; Gellerstedt et al., 2015; 2018; Rampersad, 2015). WIL is here applied as theory and a model for academia-society collaboration aiming at knowledge exchange and research together with industry.

Aim

The aim of this study is to expand research on university-industry collaboration by focusing on industrial PhD education exploring the prerequisites for a successful industrial PhD education collaboration. This paper reveals the perspectives of industrial PhD students, university, and industry.

Methodology

Qualitative methods are applied to capture several disciplines and perspectives during three years (2019-2022).The empirical research context is University West in Sweden. The sample includes three categories of respondents (in total 38): 19 industrial PhD students within the three disciplines of Work-integrated Learning, Informatics with a specialization in WIL, and Production Technology; nine representatives from academia and 10 respondents from industry. The academy perspective was represented by the main supervisors and head of PhD education. The industry perspective was represented by industrial supervisors/mentors covering both the private and public sectors. WIL is applied as a theoretical lens to identify the perspectives of industrial PhD students, academia, and industry. All collected data was analysed to identify patterns and themes following iterative phases, as the perspectives of industrial PhD students, academia and industry were explored along the progression of the theoretical framework and collected data.

Findings and Conclusion

Findings show that industrial PhD students are contributing to learning by acting in the intersection of university and industry across PhD education and research. The mutual benefits of industrial PhD education collaboration such as access to data and current research, contextual understanding, are strongly emphasized by respondents. The relationship embraces industrial PhD education, research and collaboration generating work -integrated learning and understanding across sectors and industries. However, this study implicates that the following prerequisites need to be considered by university and industry to reach a successful industrial PhD education collaboration: (i) To operationalize continuous activities and processes that increase and strengthen the understanding and expectations during the entire industrial PhD education. Continuous dialogues and close interactions are needed to build long-term relations and trust for knowledge creation by operationalizing the collaboration in actions, practices, and routines over time. (ii) To design detailed formal agreementsfor industrial PhD education collaboration to avoid conflicts of interest and negative impacts on the industrial PhD students’ work conditions. (iii) To continuously maintain activities for industrial PhD students’ inclusion and access to dual contexts to ensure belonging, visibility and legitimacy. (iv) To integrate research in practice and practice in research. The scope of the industrial PhD students’ thesis needs to be carefully anchored in industry and research to achieve an integration of theory and practice based on a mutual understanding of the work -integrated learning approach. 

There are limitations as this study originates from one single university. The study was partly conducted during the COVID-19 pandemic which may have affected the results. Further research is of importance to deepen and broaden work-integrated learning in third-cycle collaborations to meet the demands and development of contemporary society.

Place, publisher, year, edition, pages
Trollhättan: University West, 2022
Keywords
university-industry collaboration, industrial PhD education, industrial PhD student, third-cycle education, work-integrated learning.
National Category
Information Systems, Social aspects Business Administration Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19488 (URN)9789189325302 (ISBN)
Conference
WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden
Note

The general theme of the conference is: “WIL in the service of society”

Acknowledgement

This study is partly funded by the LINA research environment (Learning in and for the new working life) at University West, Sweden.

Available from: 2022-12-20 Created: 2022-12-20 Last updated: 2023-06-09Bibliographically approved
Olsson, A. K., Bernhard, I., Arvemo, T. & Lundh Snis, U. (2021). A conceptual model for university-society research collaboration facilitating societal impact for local innovation. European Journal of Innovation Management, 24(4), 1335-1353
Open this publication in new window or tab >>A conceptual model for university-society research collaboration facilitating societal impact for local innovation
2021 (English)In: European Journal of Innovation Management, ISSN 1460-1060, E-ISSN 1758-7115, Vol. 24, no 4, p. 1335-1353Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable societal impact for local innovation. Design/methodology/approach – The methodology applied was engaged scholarship based on a WIL approach involving a network of collaborating partners from different sectors of society and cross-disciplinary university researchers. Mixed data collection methods were applied. Findings – Conceptualization of university-society research collaboration for local innovation is presented asa WIL model including the elements of continuity and commitment, coordination, communication andrelationships, trust, courage and creativity and co-creation opportunities. Short lag societal impact as local innovation was identified as product and process innovations. Research limitations/implications – Further validation of the model is encouraged for the model to beviable in various contexts and to generate different kinds of societal impact. Practical implications – The model may act as a governing tool for project management to facilitate cocreative and short lag societal impact for local innovation to ensure that engaged and learning activities are membedded in the collaborative process. Social implications – The model has implications for inclusiveness and co-creation fostering transparency, respect and mutuality in university-society research collaboration and to equate both academic and practiceknowledge.Originality/value – The conclusions drawn support the understanding of a WIL approach practicing engaged scholarship in research collaborations. The main theoretical and practical contributions of the article are the conceptual model for university-society research collaboration generating short lag societal implications and local innovation.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2021
Keywords
Work-integrated learning, WIL, University-society collaboration, Societal impact, Co-creation, Innovation, Engaged scholarship
National Category
Business Administration
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-15451 (URN)10.1108/EJIM-04-2020-0159 (DOI)000552769700001 ()2-s2.0-85087837777 (Scopus ID)
Funder
Interreg Sweden-Norway, Urban Platsinnovation
Available from: 2020-07-14 Created: 2020-07-14 Last updated: 2023-06-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2118-2152

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