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Publications (10 of 55) Show all publications
Willermark, S., Olofsson, A. D. & Lindberg, J. O. (Eds.). (2024). Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice. Routledge
Open this publication in new window or tab >>Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice
2024 (English)Collection (editor) (Refereed)
Abstract [en]

This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work. Using a multidisciplinary and holistic approach, the book compares Nordic countries' attitudes towards the digitalization of education and demonstrates the Nordic region's position as digital front-runners in a European and global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education. Ultimately, this book's reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly . . .

Place, publisher, year, edition, pages
Routledge, 2024. p. 240
Keywords
Computer literacy, Computer-assisted instruction, Competency-based education, Scandinavia, learning, Digital kompetens, Datorstödd undervisning, lärande
National Category
Pedagogy Learning Human Aspects of ICT
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20978 (URN)9781032409863 (ISBN)9781003355694 (ISBN)
Available from: 2023-11-24 Created: 2023-11-24 Last updated: 2024-03-15Bibliographically approved
Willermark, S., Deeva, G., Óskarsdóttir, M. & Islind, A. S. (2024). Introduction to the Minitrack on Learning Analytics 2024. In: Tung X. Bui (Ed.), Proceedings of the 57th Hawaii International Conference on System Sciences: . Paper presented at 57th Annual Hawaii International Conference on System Sciences, HICSS 2024, Hilton Hawaiian Village Waikiki Beach Resort, January 3-6, 2024 (pp. 1415-1416).
Open this publication in new window or tab >>Introduction to the Minitrack on Learning Analytics 2024
2024 (English)In: Proceedings of the 57th Hawaii International Conference on System Sciences / [ed] Tung X. Bui, 2024, p. 1415-1416Conference paper, Oral presentation with published abstract (Other academic)
Keywords
Learning Analytics
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21213 (URN)9780998133171 (ISBN)
Conference
57th Annual Hawaii International Conference on System Sciences, HICSS 2024, Hilton Hawaiian Village Waikiki Beach Resort, January 3-6, 2024
Note

CC-BY-NC-ND 4.0

Available from: 2024-01-19 Created: 2024-01-19 Last updated: 2024-01-19
Willermark, S. & Islind, A. S. (2023). Adopting to the virtual workplace: identifying leadership affordances in virtual schools. Journal of Workplace Learning (9), 22-37
Open this publication in new window or tab >>Adopting to the virtual workplace: identifying leadership affordances in virtual schools
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, no 9, p. 22-37Article in journal (Refereed) Published
Abstract [en]

Purpose – This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.

Design/methodology/approach – The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.

Findings – The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.

Originality/value – The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
Affordances, Virtual leadership, Virtual School, Digitalization of work practices
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19257 (URN)10.1108/JWL-05-2022-0052 (DOI)000860820700001 ()2-s2.0-85139154790 (Scopus ID)
Funder
Knowledge Foundation, 20190119
Note

CC-BY 4.0

Available from: 2022-09-29 Created: 2022-09-29 Last updated: 2024-01-02
Högberg, K. & Willermark, S. (2023). “Am I supposed to call them?”: Relearning interactions in the digital workplace. Journal of Workplace Learning, 1-18
Open this publication in new window or tab >>“Am I supposed to call them?”: Relearning interactions in the digital workplace
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, p. 1-18Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose – This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.

Design/methodology/approach – A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected.

Findings – The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor.

Research limitations/implications – The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries.

Practical implications – Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed.

Originality/value – Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
Digital workplace, Interaction, Unlearning, Relearning, Digital transformation
National Category
Learning Business Administration Work Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21098 (URN)10.1108/jwl-03-2023-0056 (DOI)001126929700001 ()2-s2.0-85179908255 (Scopus ID)
Note

The project was funded by the LINA-research environment, University West.

CC BY 4.0

Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2024-04-05
Willermark, S., Högberg, K. & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. International Journal of Workplace Health Management, 16(4), 328-343
Open this publication in new window or tab >>Exploring technostress in disruptive teaching practices
2023 (English)In: International Journal of Workplace Health Management, ISSN 1753-8351, E-ISSN 1753-836X, Vol. 16, no 4, p. 328-343Article in journal (Refereed) Published
Abstract [en]

Purpose – In this study, the authors explore teachers’ experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice.

Design/methodology/approach – The data gathering method constitutes a questionnaire that exploreshow teachers’ work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire.

Findings – The results demonstrate how technostress creators, technostress strains and teachers’ coping strategies are expressed in teaching practice during an extreme case of digitalization.

Originality/value – The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”.

The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation

Keywords
Digitalization, Teacher, Remote work, Technostress, Technorest
National Category
Learning Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20615 (URN)10.1108/ijwhm-10-2022-0161 (DOI)001027051800001 ()2-s2.0-85165146243 (Scopus ID)
Note

CC-BY 4.0

Available from: 2023-08-21 Created: 2023-08-21 Last updated: 2024-01-02
Carlsson, S. & Willermark, S. (2023). Forbidden and necessary: making sense of smartphones in vocational teaching. Journal of Workplace Learning
Open this publication in new window or tab >>Forbidden and necessary: making sense of smartphones in vocational teaching
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose – The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.

Design/methodology/approach – The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.

Findings – The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.

Originality/value – The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
Smartphones, Vocational education, Technological frames, Teachers, Digitalization
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20617 (URN)10.1108/jwl-03-2023-0040 (DOI)001020043500001 ()2-s2.0-85164460239 (Scopus ID)
Funder
Swedish Research Council, 2019-03607
Note

CC-BY 4.0

Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2024-01-02
Willermark, S., Islind, A. S., Deeva, G. & Óskarsdóttir, M. (2023). Introduction to the Minitrack on Learning Analytics 2023. In: Proceedings of the Annual Hawaii International Conference on System Sciences Volume 2023: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023. Paper presented at 56th Annual Hawaii International Conference on System Sciences, HICSS 2023, 3 January 2023 - 6 January 2023 (pp. 1269-1270). IEEE Computer Society, Article ID 187535.
Open this publication in new window or tab >>Introduction to the Minitrack on Learning Analytics 2023
2023 (English)In: Proceedings of the Annual Hawaii International Conference on System Sciences Volume 2023: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023, IEEE Computer Society, 2023, p. 1269-1270, article id 187535Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
IEEE Computer Society, 2023
Keywords
learning analytics
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19886 (URN)2-s2.0-85152146314 (Scopus ID)978-0-9981331-6-4 (ISBN)
Conference
56th Annual Hawaii International Conference on System Sciences, HICSS 2023, 3 January 2023 - 6 January 2023
Available from: 2023-04-26 Created: 2023-04-26 Last updated: 2024-01-04Bibliographically approved
Diaz, P., Frykman, M. & Willermark, S. (2023). Lärande i en digitaliserad värld. Stockholm: Liber
Open this publication in new window or tab >>Lärande i en digitaliserad värld
2023 (Swedish)Book (Other academic)
Abstract [sv]

Ett av skolans uppdrag är att utveckla elevernas digitala kompetens. Lärande i en digitaliserad värld, som är en konkret och undervisningsnära handbok, är tänkt att stödja läraren i arbetet med detta.

Enligt Skolverket omfattar arbetet med digital kompetens fyra övergripande punkter, som alla behandlas i boken. Dessa är att förstå digitaliseringens påverkan på samhälletatt kunna använda och förstå digitala verktyg och medieratt ha ett kritiskt och ansvarsfullt förhållningssättatt kunna lösa problem och omsätta idéer i handling.Bokens författare konkretiserar och problematiserar vad lärande i en digitaliserad värld innebär i praktiken. I varje kapitel ges konkreta exempel på hur lärare kan designa undervisningen så att eleverna ges tillfälle att använda digitala verktyg för att söka kunskap, bearbeta information, lösa problem, skapa, kommunicera och lära.

Boken riktar sig till verksamma och blivande lärare inom grundskolan. Även lärare på gymnasium och vuxenutbildning kan ha glädje av bokens innehåll. [Förlagets bokinformation]

Place, publisher, year, edition, pages
Stockholm: Liber, 2023. p. 136
Keywords
lärande, digitalisering
National Category
Information Systems, Social aspects Pedagogy Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20771 (URN)9789147149582 (ISBN)
Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2024-01-11Bibliographically approved
Högberg, K. & Willermark, S. (2023). Strategic Responses to Digital Disruption in Incumbent Firms: A Strategy-as-Practice Perspective. Journal of Computer Information Systems, 63(2), 281-292
Open this publication in new window or tab >>Strategic Responses to Digital Disruption in Incumbent Firms: A Strategy-as-Practice Perspective
2023 (English)In: Journal of Computer Information Systems, ISSN 0887-4417, Vol. 63, no 2, p. 281-292Article in journal (Refereed) Published
Abstract [en]

Hardly any organization remains unaffected by the digitalization of society and the whole global economy is shaken by disruptive digital innovations (DDI). This calls for strategic responses from incumbent firms to remain relevant in a changing environment. This study explores the phenomenon of digital transformation and the development of digital business strategy in the context of incumbent firms, in this case, the hotel industry. We address the following research questions: 1) How are hotel organizations disrupted by digital innovations? and 2) How do they respond strategically to these disruptions? The research approach consists of multiple longitudinal case studies of two international hotel chains, offering a rich dataset. “Strategy-as-practice” is used as a theoretical lens. The results show three overall organizational responses due to DDI including: 1) relating to a new digital business environment; 2) translating strategy to practices 3) renegotiating value. Contributions include extending the existing literature on digital strategies and responses to digital disruptions in incumbent firms as well as providing implications to practice.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Business strategy, digital transformation, incumbent firms disruptive, digital innovations, hospitality industry
National Category
Business Administration
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-18356 (URN)10.1080/08874417.2022.2057373 (DOI)000790136000001 ()2-s2.0-85132674577 (Scopus ID)
Note

CC-BY 4.0

Available from: 2022-05-06 Created: 2022-05-06 Last updated: 2024-01-08Bibliographically approved
Willermark, S., Gellerstedt, M. & Nilsson, P. (2023). Surviving or thriving?: Exploring school leaders’ perception of initiated digital transformation. School Leadership and Management, 1-23
Open this publication in new window or tab >>Surviving or thriving?: Exploring school leaders’ perception of initiated digital transformation
2023 (English)In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, p. 1-23Article in journal (Refereed) Epub ahead of print
Abstract [en]

The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally. In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders’ perspectives in the context of Swedish high schools. The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types. The results reveal significant differences in school leaders’ views on how the transition has worked, whether they and their staff have developed their digital competence, and, how it will affect the school onwards. Contributions include theorising about school leaders’ experiences of navigating an accelerated digital transformation prompted by the pandemic. We introduce four school leader profiles: (a) the enthusiast, (b) the affirmative (c) the skeptical, and (d) the hesitant. These profiles serve to encapsulate the nuanced perspectives of school leaders, thereby enriching our comprehension of their diverse requirements and priorities.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
School leadership; COVID-19; digital transformation; coping strategies; digital competence; school leader profiles
National Category
Information Systems, Social aspects Learning Pedagogical Work
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21008 (URN)10.1080/13632434.2023.2282618 (DOI)001105589400001 ()2-s2.0-85177637298 (Scopus ID)
Note

CC-BY 4.0

Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2024-01-08
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1390-8379

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