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Andersson, A. & Lindström, B. (2017). Making collaboration work: Developing boundary work and boundary awareness in emergency exercises. Journal of Workplace Learning, 29(4), 286-303
Open this publication in new window or tab >>Making collaboration work: Developing boundary work and boundary awareness in emergency exercises
2017 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 4, p. 286-303Article in journal (Refereed) Published
Abstract [en]

Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialized and autonomous emergency service organizations. We need to know more about how exercises are performed to increase the individuals and organizations preparedness for future joint response work. The aim of this study was to explore how boundary work is carried out at the incident site during exercises, and how boundary awareness is developed based on this boundary work. The analytic focus was on how boundaries were identified, negotiated and managed in the participants work. Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organized in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response,such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, test and discuss alternative solutions, and to visualize the effects of different solutions as the scenarios were repeated. The boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.

Emergency work, collaboration, boundary work, Training, Emergency services, emergency exercise
National Category
Learning Public Administration Studies Work Sciences
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
urn:nbn:se:hv:diva-9332 (URN)10.1108/JWL-05-2016-0039 (DOI)000404848400003 ()
Swedish Civil Contingencies Agency

Ingår i doktorsavhandling

Available from: 2016-04-29 Created: 2016-04-29 Last updated: 2019-03-13Bibliographically approved
Tallvid, M., Lundin, J., Svensson, L. & Lindström, B. (2015). Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom. Educational Technology & Society, 18(1), 237-249
Open this publication in new window or tab >>Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom
2015 (English)In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 18, no 1, p. 237-249Article in journal (Refereed) Published
Abstract [en]

The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.

Laptop, classrooms, education, WIL, Work-integrated Learning, AIL
National Category
Information Systems
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
urn:nbn:se:hv:diva-7176 (URN)000351443300020 ()2-s2.0-84936761485 (Scopus ID)
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2023-08-21Bibliographically approved

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