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Publications (10 of 29) Show all publications
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).
Open this publication in new window or tab >>Mind the Gap: a Collaborative Competence e-Learning Model between University and Industry
2020 (English)In: Proceedings of the 53rd Hawaii International Conference on System Sciences Jan 07 - 10, 2020 a Maui, Hawaii, United States of America., 2020, p. 79-88Conference paper, Published paper (Refereed)
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.

Keywords
Advances in Teaching and Learning, Technologies action research, collaborative e-learning, co-production, work-integrated learning
National Category
Learning
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-15010 (URN)978-0-9981331-3-3 (ISBN)
Conference
53rd Hawaii International Conference on System Sciences Jan 07 - 10, 2020 a Maui, Hawaii, United States of America.
Available from: 2020-02-24 Created: 2020-02-24 Last updated: 2020-03-16
Lundh Snis, U. & Hattinger, M. (2019). Contextualizing Competence And Learning For Industry 4.0. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2019 Proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019. Paper presented at INTED2019 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019 (pp. 6923-6931). Valencia: The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Contextualizing Competence And Learning For Industry 4.0
2019 (English)In: INTED2019 Proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2019, p. 6923-6931Conference paper, Published paper (Refereed)
Abstract [en]

Industrial work is under restructuring due to digitalization and automation. Technological leaps have led to paradigm shifts, and today with increased digitalization many companies are facing Industry 4.0 through disruptive technologies (Lasi et al, 2014). Through smarter industrial solutions such as Internet of Things (IoT), interconnected machines enable continuous data production and interaction with their environment in new ways Kagerman et al., 2013). Not only through robots, but also through all types of digital devices - which require some form of information interpretation as well as human operation and interaction. The human role in such "technology-talking" work situation will affect the workers way of decision-making and business operations. New work situations include handling continuous information flows and use of various digital technologies as their main production tool. Information judgment, decision-making authority, work incentives and the provision of knowledge creation will form work-training models in the industry 4.0 companies' operations. Hence, increased digitalization push competence development of workers and employees, and to be organized as an integrated combination of engineering knowledge and practical skills (Billet, 2001; Illeris, 2003). New professional competences and skills are needed to master digitalized transformation, which put pressure on manufacturing companies to plan for future transformative professions (Susskind & Susskind, 2015).In what way will digitalization in general and IoT in particular change industrial work and its conditions for competence development and learning? This question is asked and contextualised in two industrial cases, which represent different instances of production lines that is now undergoing industry 4.0. The findings are based on empirical data collections through interviews, observations as well as field- and meeting notes. Early results show that the advancements of digital technologies need to go hand in hand with competence development approaches. The findings show how industry 4.0 initiatives are perceived and adopted by various stakeholder groups. Interviewed managers are stressing the increased need of digitalized data and immediate decision support. As new work conditions based on software-oriented and data-driven initiatives emerge, new learning logics are needed. From these various "pictures" of Industry 4.0 initiatives we contribute with a discussion about prerequisites and implications for competence and learning for industry 4.0 transformations.

Place, publisher, year, edition, pages
Valencia: The International Academy of Technology, Education and Development, 2019
Keywords
industry 4.0, competence, workplace learning, internet of things, digital transformation, innovation, manufacturing companies
National Category
Learning
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-15059 (URN)10.21125/inted.2019 (DOI)978-84-09-08619-1 (ISBN)
Conference
INTED2019 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019
Available from: 2020-03-16 Created: 2020-03-16 Last updated: 2020-03-17Bibliographically approved
Lundh Snis, U., Arghavan Shahlaei, C. & Hattinger, M. (2019). Knowing the Practice of Industry 4.0 Through Industrial Work-integrated Learning. In: Book of abstracts: 11th International Conference on Research Work & Learning (RWL11). Paper presented at 11th International Conference on Research Work & Learning (RWL11), (pp. 72-73).
Open this publication in new window or tab >>Knowing the Practice of Industry 4.0 Through Industrial Work-integrated Learning
2019 (English)In: Book of abstracts: 11th International Conference on Research Work & Learning (RWL11), 2019, p. 72-73Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this article we analyze three manufacturing organizations' manifested expressions of different workplace initiatives related to industry 4.0. Key representatives in these organizations raise their concerns regarding changed content and forms of work as an answer to increased automation and digitalization. The wave of industry 4.0 includes smarter industrial solutions such as internet-based networks so that organizations can use connectivity of machines that can tie product development and continuous data productionwith the factory environment in new ways. Hence, the industrial work environment is under restructuring and industrial companies' work conditions are being transformed. In this article we ask the question: How do industry practitioners that currently are engaged in the transformation processes related to industry 4.0 initiatives perceive their work? Based on interviews with key representatives of three global manufacturing companies we will discuss 73 implications for industrial work-integrated learning (I-WIL) that takes into account the companies' transformative need to rethink their industrial operations and learning mindsets. We found that the introduction of disruptive digital technologies drastically changes the companies' operations. Leaders' management needs to be synchronized with practitioners' new work situations and their learning opportunities.

Keywords
industrial work-integrated learning, industry 4.0, manufacturing industry, sociomateriality, work transformations
National Category
Information Systems, Social aspects Production Engineering, Human Work Science and Ergonomics
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-15026 (URN)
Conference
11th International Conference on Research Work & Learning (RWL11),
Available from: 2020-03-02 Created: 2020-03-02 Last updated: 2020-03-04Bibliographically approved
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
Open this publication in new window or tab >>Participants Perspectives and Results from Competence Development Courses for Industrial Work Integrated Learning
2019 (English)In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 7-8Conference paper, Oral presentation with published abstract (Other academic)
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.

Place, publisher, year, edition, pages
Trollhättan: University West, 2019
Keywords
Work-integrated learning, workplace learning, engineering
National Category
Learning
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-14883 (URN)
Conference
VILÄR 5-6 december 2019, University West, Trollhättan
Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20Bibliographically approved
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
Open this publication in new window or tab >>Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 10-10Conference paper, Oral presentation with published abstract (Other academic)
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.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
inter-organisational collaboration, knowledge transformation, workplace transformation, manufacturing industry, work-integrated e-learning.
National Category
Learning Pedagogy
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13447 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-10-24Bibliographically approved
Hattinger, M. (2018). Co-constructing Expertise: Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration. (Doctoral dissertation). Trollhättan: University West
Open this publication in new window or tab >>Co-constructing Expertise: Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is inter-disciplinary and proceed from the ongoing challenges of the increased digitalization, automation and robotization that impact the manufacturing industry's emergent need of high-qualified practitioners. Digitalization also challenges universities to open up to external collaboration and to design blended e-learning targeting industry knowledge needs. The studies take up on such challenges and explore inter-organizational collaborations and forms of knowledge construction to strengthen engineering competences integrated inwork in a way that enables manufacturing companies to remain effective and to be prepared for future industrial transformations. The objective is to explore how mutual construction of knowledge emerge through learning activities between multiple actors in a joint industry-university collaborative e-learning practice. The empirical setting is a new type of collaborative course concept developed within the project ProdEx. The project comprise a network of industries and one university in a longitudinal design and implementation process of blended and work-integrated e-learning. This initiative was explored with a collaborative action research approach integrated with five studies, from four perspectives, the industry managers, the practitioners, the research teachers and the course unit. Negotiated knotworking, from cultural-historical activity theory, became a central theoretical concept and a working tool to examine how managers, practitioners and research teachers together negotiated production technology knowledge content and e-learning design towards future workplace transformations. This concept was used to further understand how co-construction of knowledge was developing over time into a richer concept. The results contributes to a wider understanding of how co-construction of knowledge in an e-learning design practice was developing into stronger relations between actors and into more stable courses. Real learning cases and digital labs support theory-practical intertwining of mutual learning of active participation between practitioners and ix research teachers. Initial e-learning technology failures and pedagogical mistakes in the courses were easier to overcome, than issues concerning continuous company support for course participation. Matching industry competence needs with university research fields is continuously challenging. Practitioners' aiming for personal continuous competence development on university level created critical and high-qualitative performances and valuable engagement throughout the process of co-construction of knowledge. The knowledge co-construction became a two-way development, pushing research teachers to active involve and consider practitioners' industry experiences concerning learning content, pedagogical strategies and e-learning forms. While earlier research has discussed the problems of crossing boundaries between industry and university, overall findings show that industry and university actors are crossing boundaries when they mutually co-construct knowledge in an elearningpractice. Co-construction of knowledge entail mutual trust, sideways and interactive learning in a collaborative context. The main contribution suggested in the thesis is that co-constructing expertise entail three levels of activities among actors; to have insight into the purposes and practices of others (relational expertise), the capacity to transform the problems of a practice and together build common knowledge (distributed expertise), and finally the capacity of mutually co-construct knowledge acted upon in practice towards work-integrated transformations (co-constructing expertise).

Place, publisher, year, edition, pages
Trollhättan: University West, 2018. p. 157
Series
PhD Thesis: University West ; 14
Keywords
Competence Development, e-Learning design, Learning activities, Co-construction, Manufacturing industry, Expert knowledge, Knotworking, Expansive Transformation, Boundary crossing
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12022 (URN)978-91-87531-75-0 (ISBN)978-91-87531-76-7 (ISBN)
Public defence
2018-01-16, F104, Trollhättan, 14:47 (Swedish)
Opponent
Supervisors
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-01-25
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
Open this publication in new window or tab >>Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration
2018 (English)In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 11, no 1, p. 10-16Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
International Association of Online Engineering, 2018
Keywords
Co-construction of knowledge, work-integrated e-learning, case-based methodology, manufacturing industry.
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Production Technology; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-15025 (URN)10.3991/ijac.v11i1.9152 (DOI)
Available from: 2020-03-02 Created: 2020-03-02 Last updated: 2020-03-02Bibliographically approved
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
Open this publication in new window or tab >>Learning negotiations skills on-line by a case-based methodology through co-construction of knowledge between industry and academy
2018 (English)In: 12th International Technology, Education and Development Conference (INTED), Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2018, p. 6651-6658Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2018
Series
INTED Proceedings, E-ISSN 2340-1079
Keywords
Co-construction; e-learning design; web-conferencing; inter-organisational collaboration; activity theory
National Category
Pedagogy Information Systems, Social aspects
Research subject
ENGINEERING, Manufacturing and materials engineering; Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-14947 (URN)10.21125/inted.2018.1568 (DOI)000448704001100 ()978-84-697-9480-7 (ISBN)
Conference
12th International Technology, Education and Development Conference (INTED), Valencia, SPAIN, MAR 05-07, 2018
Funder
Knowledge Foundation
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-03-10Bibliographically approved
Hattinger, M. (2018). Researchers design conceptions of e-learning courses targeting industry practitioners’ competence needs. International Journal of Continuing Engineering Education and Life-Long Learning, 28(3-4), 235-253
Open this publication in new window or tab >>Researchers design conceptions of e-learning courses targeting industry practitioners’ competence needs
2018 (English)In: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 28, no 3-4, p. 235-253Article in journal (Refereed) Published
Abstract [en]

This paper addresses two overall challenges that concern university research teachers' professional identities when they make design plans for blended e-learning courses targeting practitioners' competence needs. Research teachers' are challenged by finding applicable learning material that matches practitioners' experiences and workplace knowledge demands. They are also challenged when they need to digitise engineering learning content such as virtual labs, and machine-related cases such as turning and milling aligning to workplace needs. Design plans used for campus education is argued to be insufficient meeting these challenges. Consequently, researchers' professional identities become vulnerable when they cross boundaries between university and industry practices. Results show that even if researchers are not trained for educational e-learning design they identify concepts for digitising cases and labs. By applying a work-integrated learning strategy, the courses integrate practical and theoretical tasks and cases collected from the manufacturing industry workplaces and thereby support competence development. © 2018 Inderscience Enterprises Ltd.

Keywords
e-learning, competence development
National Category
Learning Production Engineering, Human Work Science and Ergonomics
Research subject
Work Integrated Learning; Production Technology; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13739 (URN)10.1504/ijceell.2018.098076 (DOI)2-s2.0-85062509925 (Scopus ID)
Available from: 2019-03-21 Created: 2019-03-21 Last updated: 2019-10-24Bibliographically approved
Norström, L. & Hattinger, M. (2016). Efforts at the boundaries: Social media use in Swedish municipalities. Paper presented at 8th IFIP WG 8.5 International Conference on Electronic Participation, ePart 2016; Guimaraes; Portugal; 5 September 2016 through 8 September 2016. Lecture Notes in Computer Science, 9821, 123-137
Open this publication in new window or tab >>Efforts at the boundaries: Social media use in Swedish municipalities
2016 (English)In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 9821, p. 123-137Article in journal (Refereed) Published
Abstract [en]

Social media is used by the majority of Swedish municipalities. However, the highly interactive features of social media are often not taken advantage of. The study aims to get a better understanding of why social media is not used to its full potential in the municipality. Findings from an interview study with communicators in three Swedish municipalities reveal that the motivation for using social media is often difficult to turn into action. Tensions emerging in the use of social media result in hesitation, uncertainty and a slowing down of work practice. The processes of managing the tensions are characterized by boundary crossing between different communities, such as municipal communicators, elected officials and citizens, with social media itself as an equally important actor. The processes of boundary crossing by the municipal communicators are discussed in terms of learning processes and new emerging competences that might redefine the role of the municipal communicator and hence perhaps the public servant in general. © IFIP International Federation for Information Processing 2016.

Keywords
Artificial intelligence; Computer science; Computers, Boundary crossing; Communicators; E-participation; Municipalities; New competence; Public servants; Social media, Social networking (online)
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-10363 (URN)10.1007/978-3-319-45074-2_10 (DOI)000389034100010 ()2-s2.0-84984916643 (Scopus ID)
Conference
8th IFIP WG 8.5 International Conference on Electronic Participation, ePart 2016; Guimaraes; Portugal; 5 September 2016 through 8 September 2016
Available from: 2016-12-20 Created: 2016-12-20 Last updated: 2020-02-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0086-9067

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