Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing elearning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.

Bakgrund: Vistelsen i utemiljön är en stor del av förskolans pedagogiska verksamhet och är ett självklart inslag i den dagliga verksamheten. Flertalet forskare belyser vikten av undervisning i utemiljön för barns kognitiva, motoriska, emotionella och sociala utveckling eftersom utemiljön skapar förutsättningar för barnen att interagera alla sina sinnen och hela sin kropp i ett lärande. I utemiljön väcks en nyfikenhet hos barnen till att utforska och undersöka. Barnen får möjlighet att samspela, ställa och prova hypoteser, lösa problem och konflikter men framförallt reflektera och återhämta sig vilket bidrar till att barnen befäster sina teoretiska kunskaper i praktiska handlingar. Det sociala samspelet, den motoriska, kognitiva och emotionella utvecklingen gynnas av utomhusundervisning särskilt om pedagogen använder utemiljön på ett medvetet sätt och har en medvetenhet om vilket lärande som kan ske och utmanar barnen i meningsfulla sammanhang. Upplevelsen i utemiljön och den egna kroppen lyfts fram som material för att konkretisera, skapa förståelse och knyta an teoretisk kunskap med praktiskt görande vilket befäster lärandet och skapar goda förutsättningar för ett fortsatt lärande senare i livet. Vi vill med detta arbete skapa diskussioner utifrån olika uppfattningar och synliggöra en nyanserad bild av utemiljöns betydelse samt lyfta olika beskrivningar till hur utemiljön kan användas för att utmana barnen. Studien är viktig att bidra till ökad förståelse och nytt tänkande kring utemiljön som lärmiljö, eftersom utevistelsen är en stor del av den dagliga verksamheten på förskolan.

Syfte: Studiens syfte är att undersöka pedagogernas syn på användningen av utemiljön som en del av den pedagogiska verksamheten.

Metod: Det är en kvalitativ studie där vi använt oss av semistrukturerade intervjuer av sammanlagt tio pedagoger på fem olika förskolor som arbetar på olika avdelningar med barn i olika åldrar.

Resultat: Resultatet visar att pedagoger tillskriver utemiljön stor betydelse för barnens språk motoriska, emotionella och sociala utveckling. Utemiljön används för att skapa variation i förhållande till inomhusmiljön där materialet och platsen tillskrivs en betydelse men även lek, upplevelser och praktiska handlingar för att främja interaktioner, sociala samspel och utforskande. Utifrån det skapar pedagogerna samtalsämnen samt ger barnen möjlighet att tänka och resonera i syfte till att bidra till barnens olika utvecklingsområden, lärande och handlingskompetens.

Within organizations, HR departments work to attract future employees. Another area of work for HR is to promote the origanization’s so-called Employer Branding, a concept that relates to how organizations, as a kind of brand, are seen and perceived by other parties, both potential employees and other organizations. Knowledge about what motivates HR personnel as a professional group, and as potential new employees, and what this professional group considers to be an “attractive” employer needs to be supplemented. The purpose of this study was therefore to gain an increased understanding of what HR personnel’s thoughts, as a professional group, were about what makes an employer perceived as attractive, specifically regarding the areas of motivation and learning at work. Interviews were conducted with eight individuals who, in various forms, work with and have experience from the personnel profession. According to the results, factors such as flexibility, career opportunities, financial compensation and learning contribute to an employer being considered attractive. The results also show that these factors seem to motivate HR personnel. Through interviews, the above factors could be identified regarding what HR personnel considers to be an attractive employer and what motivational factors HR personnel has at work.

Numerous socioeconomic factors impact the adoption and implementation of e-learning in higher education institutions in developing nations, posing both opportunities and obstacles. The thesis is titled "Socioeconomic Influences on the Teaching in E-Learning in Higher Education in Developing Countries: Barriers and Facilitators." A Case Study of Lagos, Nigeria" investigates these variables and how they affect teachers' use of e-learning in Lagos' higher education establishments. Based on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates how educators' adoption of e-learning technologies is influenced by social influences, perceived utility, and perceived ease of use.Data was acquired through interviews with educators, administrators, and students using a qualitative research design. The results show that even while e-learning has a lot to offer education, there are several barriers to its widespread adoption, including low technological infrastructure, restricted access to digital materials, and differing degrees of digital literacy among teachers and students. The way technological, organizational, and environmental elements interact to shape the adoption of e-learning is highlighted by the study's analytical framework. This study offers a comprehensive knowledge of the obstacles and enablers of e-learning in Lagos by operationalizing the theoretical ideas from TAM and UTAUT. To close the digital divide and promote inclusive e-learning settings, the findings highlight the necessity of focused interventions, such as improved infrastructure, all-encompassing digital literacy programs, and encouraging institutional policies. This thesis adds to the body of knowledge by providing empirical insights into the unique obstacles and enablers of e-learning in the context of developing nations. It offers doable suggestions on improving e-learning implementation and using technology to improve educational outcomes in Lagos and other comparable contexts for legislators, educational leaders, and stakeholders.

Bakgrund: Fritidslärares tjänster och uppdrag varierar mellan olika skolor och kommuner.Det är rektorerna som är de ansvariga för verksamheterna och personalen men hur ser de på fritidslärare och deras tjänster.

Syfte: Syftet är att undersöka rektorers syn på fritidslärares uppdrag samt vad deras uppdragska innefatta och hur rektorerna ser på sitt pedagogiska ledarskap mot fritidshemmet.

Metod: Studien bygger på kvalitativa, semistrukturerade intervjuer med sex rektorer i västra Sverige för att rektorerna ska kunna delge sin syn på ett fördjupat sätt.

Resultat: Rektorerna förmedlade gemensamma delar men inga detaljerade beskrivningar av fritidslärares arbetsuppgifter. De identifierade flera utmaningar men också förutsättningar för en bra fritidshemsverksamhet. Utmaningarna och förutsättningarna hänger ihop vilket utgör stora begränsningar och påverkar kvaliteten på fritidshemmen. Rektorns förutsättningar och ledarskap påverkar fritidspersonalens förutsättningar och arbete i verksamheten.

Osteoarthritis (OA) is a condition in the hip or knee joints that develops during a long period of time and sometimes needs hip or knee joint replacement surgery when pain gets too intense for the patient. This paper describes how an animated video for pre- and postoperative instructions for patients with osteoarthritis was designed. The design science research (DSR) approach was followed by creating a web-based animated video. The web-based animated video is used to support surgical departments with education for patients suffering from OA. In the web-based animated video, information about OA surgical treatment and its pre- and post-arrangements was included. The relevance, the rigor, and the design cycles were focused on, with some iterations of and improvements in the animations. Even after implementation, there was a feedback-loop with comments from the surgeons and their patients. Moreover, as more departments will use the web-based animated video, they want to make their special mark on it, so that further changes will be made. This paper presents the design and successful implementation of an animated video for pre- and postoperative instructions for patients with osteoarthritis, tightly linked to the patient journey and the workflow of healthcare professionals. The animated video serves not only as a tool to improve care but also as a basis for further scientific research studies. 

In technological transformations Industry 5.0 should bring us towards a sustainable, human-centric and resilient European industry. Critical assets have dematerialized, and the most valuable asset is knowledge (Marchegiani, 2021). Hence, employees and their well-being are more critical than ever. A good working environment must pay attention to and meet employee´s psychological needs.

Three areas of psychological needs are described by Deci and Ryan (2011) in the Self-Determination Theory (SDT):1) autonomy, responsibility and ownership of their own process and vision.2) competence and development possibilities, to build capability at different levels.3) relatedness, to be in a context and the possibility and authority to jointly influence and develop.

This paper aims to share experiences on how the use of these needs have increased our knowledge concerning employee´s psychological needs in a Swedish industrial company, in the view of a health-promoting working life. Interviews have been conducted with 32 respondents and deductively analyzed by using the needs in SDT as an analytical tool. The analysis reveals a number of needs, and hence opportunities, mainly in Competence and Relatedness:Competence perceived to work well in general, but there was an indication that it may have become a little worse the last time. Furthermore, the analysis reveals a need for strategic competence development when new things were decided to be included in the company. As put in the interviews: "We take things to heart and say we're going to have it, but it's not implemented. You do not get the possibility to learn it. It's expected that you just have to work and understand.”:Relatedness

The analysis shows that the company´s main needs and hence the main opportunities were in “Relatedness”, Here three subareas were identified:- Context, “spirit”: The employees thrive with each other, but there was also a feeling that people are not as engaged anymore. E.g. “I have made this wall and is proud of it, now you don't care in the same way”. Furthermore, there seems to be different pictures between management and the other employees. “I want it to be good and do well, but I perceived as negative when I say something, even though it's about caring for the company”.- Development work and changes: People feel unable to influence. "The management says that they are listening and taking to heart, but nothing is happening." The employees want to be more involved and have more information. There is a great need to understand why things are going to change and getting feedback how it proceeds.- Internal communication: There is a need for more visibility of the management in production. The company has developed their digital communication, but there still is a need of analog communication in some situations.

Using the three areas of psychological needs in SDT as an analytical tool increases our understanding of which company-specific areas that are important to focus on for a health-promoting working life. Furthermore, it gave us knowledge and understanding concerning suitable activities for meeting the needs. For example: develop a clear structure and rules for how to perform the development work. Explaining why and giving continuous and structured feedback are important aspects. Another important aspect is that decisions concerning work changes must include decisions concerning the need for training.

Purpose – This paper focuses on knowledge sharing in health care. The aim of the paper is to furtherunderstand how digital applications can facilitate knowledge sharing between different care providers andhealth-care professionals.

Design/methodology/approach – The paper is based on a qualitative action case study, performed as aformative intervention study as a Change Laboratory, where a digital application concerning wound supportwas used. The Change Laboratory was used for knowledge sharing in the assessment and treatment process ofwounds. The collected data was then thematically analyzed.

Findings – The findings show how digital applications can facilitate knowledge sharing, but also the need forcomplementary collaborative sessions. The main contribution is the rich description of how digitalapplications together with these sessions can facilitate knowledge sharing.

Originality/value – This paper shows that activities as collaborative sessions performed on theorganizational level prove to support knowledge sharing and learning when a new digital application has beenimplemented in the work process. It also shows that these sessions contributed to identifying new knowledgethat has potential for being included in the application and hence are important to keeping the applicationupdated and relevant over time

In technological transformations Industry 5.0 should bring us towards a sustainable, humancentric and resilient European industry, as put by the European Commission. However, digitalization has proved to be challenging, and one underlying cause is the inherent complexity when technological, social, and organizational factors interact (Alter, 2008; DeSanctis and Poole, 1994). When designing and performing a digitalization project it is of vital importance to understand and apply Critical Success Factors (CSFs) (Aggestam and van Laere, 2012). CSFs concern actions that must be conducted for an organization to achieve its objectives in a project (Juniawan et al, 2022). To meet expected project benefits, applying and managing CSFs need to be included in the risk management of digitalization projects (Cyrus et al, 2018).

This paper aims to share experiences concerning how CSFs have been used to analyze and understand the main challenges in a Swedish industrial company that is into implementing a digital tool to support employees´ well-being and contributing to a sustainable workforce. Data has been collected by 18 interviews and then deductively analyzed by using CSFs as an analyzing tool. The four used CSFs can be summarized as follows (Aggestam, et al., 2023):- CSF1: To understand the culture and to learn from earlier projects as well as clearly communicate how it influences design and implementation.- CSF2: To have a holistic approach and to understand systems complexity, including paying attention to needed resources and risk management.- CSF3: To have well-defined and accepted objectives, on the three levels of inquiry (van Gigch, 1991), as well as an agreement concerning the working approach.- CSF4: To involve, motivate, and prepare the “right” stakeholders.

The findings confirm the critical importance of learning from earlier projects and to clearly communicate how this learning will be addressed in the current project (CSF1). "Values and culture are critical since they shine through in, not only for managers but also for operators" (translated from one interview). For example, experiences of starting (successful) things but after a while letting things down, “The production lift and then everyone was on, but then"… “ (translated from one interview), but also how the company´s culture has been influenced by its history of mergers and acquisitions during a ten year period of time have influenced. Furthermore, findings related to the other CSFs reinforce and concretize CSF1. For example:- CSF2: The importance of holding the whole together, reducing the distance between the administration and the production as well as the visibility of the management in production. Also, the critical importance of needed resources was lifted, “Raising problems means that you often have to deal with it yourself, without extra resources” (translated from one interview)- CSF3: The importance of understanding why things must be changed. “Decisions are made, but the right reason is not communicated” (translated from one interview)- CSF4: The importance of both being listened to and getting feedback (CSF4).

We can conclude using CSFs as an analyzing tool gives us critical knowledge in how to design and implement the current digitalization project aiming to employees´ well-being and contributing to a sustainable workforce.

Recently, the European Commission has tightened its regulations regarding sustainability reporting as a result of the previous regulations being considered too weak and problematic. The new revised regulation is called the Corporate Sustainability Reporting Directive (CSRD).

The study aims to investigate the impact and consequences the CSRD directive will bring to municipal corporations and how this implementation of the directive may change the work situation for municipal corporations. Additionally, the study aims to enhance the understanding of how the directive can have an impact on the broader understanding of sustainability within municipal corporations. The public sector is of particular interest to study and investigate how they tackle the implementation of the new directive. This is due to there being limited research done in the public sector about sustainability reporting and that their purpose is to generate public value for the society.

The research in this thesis has been conducted through a qualitative and explorative case study, where one municipality has been studied. Thereby, the municipal corporations’ employees responsible for sustainability have participated in semi-structured interviews.

The qualitative exploratory case study approach was chosen to gain insights into an area where the effects are still unknown, about how the municipal employees experience thei mplementation process and their perceptions towards sustainability.

The findings were analyzed through a thematic analysis guided by the lens of institutional theory and theories on change of organization, work, and knowledge. The results show that the implementation of the CSRD directive leads to organizational change and challenges for municipal corporations and this in turn results in a changed work situation for the municipal employees in terms of workload, roles, and tasks.

Additionally, the study implies that the CSRD directive will have an impact on the overall understanding and knowledge of sustainability within municipal corporations, due to the directive requiring increased collaborations which affects knowledge development and exchange.

Sustainability can thereby potentially expand throughout the organizations.

Bakgrund: Elever ska erbjudas goda möjligheter till utvecklingen av ett rikt och varierat språk enligt läroplanen. Trots det visar forskningen att den pedagogiska verksamheten inte förmår att prioritera barnens språkliga behov. Språkutveckling under måltid visar sig vara mindre beforskat i förskoleklassen än i förskolan. Måltiden beskrivs samtidigt som en unik och betydelsefull stund för barnets språk. Det är därför av intresse att få mer kunskap om förskollärarens erfarenheter av det pedagogiska arbetssättet vid måltiden i förskoleklassen.

Syfte: Studiens syfte är att beslysa förskollärares erfarenheter av att använda måltiden som ett språkutvecklande lärandetillfälle i förskoleklassen.

Metod: Studiens design utgår från kvalitativ och induktiv ansats med sex semistrukturerade intervjuer genom tematisk analys. Studiens frågeställningar grundas i ett sociokulturellt perspektiv med teoretisk utgångspunkt i scaffolding och den proximala utvecklingszonen.

Resultat: I resultatet framkom två teman, språkutvecklande rutiner och strategier för språkutveckling. Av dessa två teman framkom totalt sex subteman. Resultatet visar betydelsen av rutiner och strategier för att använda måltiden som ett språkutvecklande lärandetillfälle i förskoleklassen. De rutiner som var språkutvecklande vid måltiden var att förskolläraren är vägledande vid måltid, att de kan hantera en tidsbirst och att de har förmåga att träna för att lära. De strategier som framkom för språkutvecklingen var att förskolläraren kunde tillhandahålla stimulerande samtalsämnen och vara ett stöd i samtal genom lekfulla arbetssätt.

Work Integrated Learning usually focuses on student's practical knowledge and learning duringthe education, while a student after completing the institutional period is still a student at workplace ass/he never stops learning. Learning within the organization is not only the formal training and educationof the employees, but also an informal process of sharing knowledge. The knowledge is often embedded in organizational activities, practices, and norms, as well as the social ties among the persons.The use of social networking site within the organization enables a new work integrated methodof learning and communication among the colleagues from different disciplines, encouraging both personal and professional informal knowledge sharing inside the organization. Our analysis ofemployee's behavior and acceptance of social networking as an informal way of learning was performed by a descriptive case survey research.The respondents providing the empirical data for survey consisted of 105 out of 180 targeted employees from a private IT organization in Pakistan. The questionnaire results present that the professionals use social networking sites to share their experiences and to build a virtual break in the hierarchical levels of the profession within the organization. Their motivation in using social networking includes sharing personal and professional experiences with co-workers and advancing their career.This paper illustrates the power of social networking as a Work Integrated Informal Learning (WIIL) tool that contributes significantly to increase the gain of interdisciplinary knowledge within the organization

The purpose of this essay is to investigate the experience and attitudes of pupils when it comes to textbooks in English education. The study was carried out by doing mixed method research, combining a survey and group interviews. The survey, the quantitative aspect of the study, provided the context and an overall view. The survey was done by 80 pupils from secondary and upper secondary schools. The qualitative part of the study consisted of two group interviews, one in ninth grade of secondary school and one in upper secondary school with the pupils currently taking the course English 6.

The findings in the study showed that the pupils, to a large extent, had not had textbooks in their English education the last year. It provided information that the pupils’ thoughts were divided on digital or physical textbooks, but the majority was still in favor of the digital version. Lastly, it showed that the pupils who did the group interview provided a different result from the survey by mostly preferring physical textbooks. In conclusion, the results are thereby divided within the pupil groups.

matematik med hjälp av olika uttrycksformer och att de ska kunna växla mellan dem. Gustafsson, Jakobsson, Nilsson, Zippert (2011) beskriver att dessa uttrycksformer är konkret, bildligt, verbalt, numerisk och symboliskt. Forskning visar att den konkreta uttrycksformen i form av laborativt material bidrar till att synliggöra abstrakta matematiska idéer, samtidigt som det låter elevernas sinnen samverka. Den bildliga uttrycksformen beskrivs också bidra till att synliggöra det abstrakta i matematiken samt att bilden kan utgöra ett hjälpmedel för elevernas tänkande. Hagland (2015) belyser även uppgifternas betydelse och framhåller att arbete med problemlösning möjliggör användandet av olika uttrycksformer.  

Syfte: Syftet med studien var att undersöka hur uttrycksformerna laborativt material och bild påverkade varandra beroende på vilken uttrycksform eleverna började med samt om uppgifternas kontext inverkade på elevernas möjlighet att använda olika uttrycksformer.  

Metod: Studien har en kvalitativ ansats där metoderna observation och fotografering har använts. Empirin insamlades under fyra observationstillfällen i form av lektioner, där vi båda intog rollen som observatörer. Under observationerna användes två olika observationsscheman beroende på om eleverna började med laborativt material eller bild. Under observationerna fotograferade vi även hur eleverna använde det laborativa materialet.  Resultat: Studiens resultat visar att det har betydelse för vilken uttrycksform som eleverna börjar med då de kan komplettera varandra genom att förtydliga tankegången. För de elever som hade svårigheter med att använda någon av uttrycksformerna visar resultatet att dessa kunde använda det laborativa materialet på ett mer fördelaktigt sätt och gynnades således av att börja med den uttrycksformen. Resultatet visar även att uppgiftens kontext inverkade på elevernas möjligheter att använda olika uttrycksformer då eleverna ville anpassa uttrycksformerna till det uppgiften handlade om. Det visade sig även att förståelse för den matematik som fanns i uppgiften påverkade elevernas möjlighet att använda olika uttrycksformer.  

Bakgrund:

Matematikämnet har i stor del sin utgångspunkt i läromedel. Lärare förlitar sig även ofta på att läromedel behandlar de mål som eleverna förväntas uppnå utan att själva reflektera över innehållet i läromedlen, vilket kan leda till att eleverna inte får den undervisning de behöver för att uppnå målen. Tidigare läroboksgranskningar visar på samma resultat. Däremot finns det inte mycket forskning som handlar om det matematiska innehållet geometri i läroböcker för årskurs 1–3.

Syfte:

Undersökningens syfte är att ta reda på om läroböckerna behandlar målen som eleverna förväntas uppnå inom det matematiska innehållet geometri.

Metod:

Vi har använt oss av metoden innehållsanalys, vilket är en kvalitativ metod. Vid analysen har även begrepp valts ut för att kunna kategorisera läroböckernas innehåll. Dessa begrepp är modellering, reflektion, representationsformer, fokusområde och teknikanvändning.

Resultat:

Studien visade att de valda läroböckerna till viss del behandlar målen som eleverna förväntas uppnå. Favorit matematik 3B inkluderar tvådimensionella objekt, punkt, linje, sträcka samt arbete med konkret material. Singma matematik 3B stödjer i sin tur tvådimensionella och tredimensionella objekt. Däremot fanns det delar i de båda läroböckerna som hämmar eleverna att uppnå målen. Favorit matematik 3B inkluderar inte tredimensionella objekt och Singma matematik 3B exkluderar arbete med konkret material.

Bakgrund:

Astrid Lindgren är en central figur i både svensk och internationell barnlitteratur, och hennes verk, inklusive Ronja Rövardotter, har ofta varit föremål för adaptioner. År 2024 släpptes en ny Netflix-serie baserad på Ronja Rövardotter, som har broderats ut med nya personer och nya narrativa inslag. Eftersom serien är den senaste adaptionen av originalverket, finns det en kunskapslucka som den här studien syftar till att fylla.

Syfte:

Studiens syfte är att genom en adaptionsanalys undersöka vilka narrativa tillägg som förekommer i Netflix-serien Ronja Rövardotter och hur tilläggen påverkar Ronjas gestaltning i relation till hennes och Birks vänskap. 

Metod:

Ett komparativt tillvägagångssätt har tillämpats, där en detaljerad analys av Netflix-serien och Lindgrens bok genomförts. För att identifiera och analysera tilläggen i serien jämfört med originaltexten har olika perspektiv använts. Dokumentation och tidtagning var centrala för att exempelvis synliggöra tilläggen i förhållande till deras totala utrymme i verken.

Resultat:

Resultatet visar att de narrativa tilläggen kan delas in i tre huvudkategorier: ”byn och dess personer”, ”konflikten mellan Mattis och Borka” och ”Borkafästet”. Dessa tillägg påverkar Ronjas gestaltning på olika sätt, men en gemensam konsekvens är att de reducerar tiden hon tillbringar i skogen, vilket påverkar hennes personutveckling. I boken är Ronjas starka koppling till skogen central för hur hennes identitet formas. När Netflix-serien lägger mer tid på att skildra andra aspekter, försvagas kopplingen och Ronjas identitetsutveckling fårmindre utrymme.

En annan förändring är Ronjas och Birks vänskap, där deras dynamik är något annorlunda. Tilläggen som fokuserar på Birks hemförhållanden i Borkafästet skapar en obalans, där Birks svåra situation å ena sidan fördjupar hans karaktär/person och ger honom större komplexitet. Ronja å andra sidan framställs med mindre djup, dels för att hennes utveckling i skogen tonas ned, dels för att bokens internfokalisering inte återges i Netflix-serien. Detta perspektivskifte resulterar i en mindre inblick i Ronjas inre tankar och känslor.

Ronjas funktion ändras även i Netflix-serien. Hon blir mer ett medel för att driva konflikten mellan Mattis och Borka framåt, vilket skapar en skevhet gentemot gestaltningen av Ronja i boken respektive i Netflix-serien. Boken speglar Ronja som en självständig och drivandeindivid, medan i serien formas Ronjas gestaltning av hennes passiva funktion. 

INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.

METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).

RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.

CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.

Aim: The aim of this study was to describe newly graduated nurses´(NGNs´) experience of work-integrated learning (WIL), from an educational and occupational perspective.

Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life.

Design: This is a qualitative, descriptive study with an inductive approach.

Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis.

Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations.

Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates´competence and preparation for work. In addition, WIL requires personal commitment to one’s own learning as well as organisational and social support. 

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.

Bakgrund: Genus har varit en diskurs i flera årtionden där åsikterna kring ämnet är likartade än idag som för femtio år sedan. Det finns fortfarande uttryck i dagens barnlitteratur om att pojkar respektive flickor ska tilldelas olika aktiviteter samt att de besitter olika färdigheter och personlighetsdrag. Vi kan trots allt se att det idag finns mer och mer litteratur för barn som utmanar normerna och visar genusöverskridanden.

Syfte: Frågeställningarna i vår studie utgick från barnen. Vi ville fördjupa vår kunskap om hur genus uppfattas kring bilder i en barnbok sett från ett barns perspektiv samt om det är skillnader i hur pojkar och flickor uppfattar genus. Våra frågeställningar var: 1. Vad lägger barnen märke till när de ska kategorisera vad som är pojkigt och flickigt? 2. Hur tolkas karaktärernas beteenden på bilderna av barnen?

Metod: Vårt examensarbete grundar sig på en kvalitativ studie som vi genomförde med intervjuer och observationer. Intervjuerna genomfördes med barn, två vid varje tillfälle. Observationerna genomfördes med filmning av intervjuerna samt genom att vi båda var med under intervjuerna, så att en kunde vara observatör. De observationer som genomfördes var en hjälp vid analyseringen av barnens svar i de intervjuer som genomfördes.

Resultat: Resultaten i studien visade utifrån våra frågeställningar att pojkar och flickor fortfarande upprätthåller de äldre genusnormerna. Barnen redogjorde för olikheter mellan pojkar och flickor genom att se till klädsel, frisyr och beteende. Det visade sig att genusöverskridande är någonting som de flesta barnen även idag har svårt att acceptera. Men det fanns också olikheter i barnens svar, det vill säga några barn hade en mer genusneutraliserad syn och tyckte inte det var konstigt att Kenta i boken bröt mot “pojknormerna”.

Bakgrund: Denna studie har, utifrån argumentationsanalys, undersökt sex ledare med temat extremism från tre morgontidningar, utifrån en tidsaktuell kontext. Temat valdes framförallt på grund av att det planerades en nazistisk demonstration utanför Svenska Mässan under bokmässan i Göteborg. Avsikten med valet av tema är för att knyta ämnet till en aktuell samhällsdebatt som tydligt presenterades i tidningarnas ledare, vilket gav både relevans och hållbarhet till det valda temat. Syfte: Syftet med denna studie är att göra en argumentationsanalys på sex ledarsidor från tre morgontidningars hemsidor. Det är ledarnas normativitet och faktualitet tillsammans med argumentationens beviskraft som kommer vara målet för analysen. Det som är intressant är att få fram hur beviskraften kan påverkas av hur normativ respektive faktuell ledaren är, och också hur olika ledares argumentationer kan få olika beviskrafter. Samt se hur många argument som inte bara är faktuella utan också vilar på en vetenskaplig grund. Metod: Argumentanalysen används för att undersöka varje arguments hållbarhet och relevans, samt den slutliga beviskraften för hela ledaren. Analysen kollar på grunden som sätts för ett argument och hur detta påverkar argumentets hållbarhet, samt hur det presenteras i ledaren. Medan relevansen undersöks genom att både kolla på hur argumentet passar ihop med både hela ledarens slutsats och i samband med de andra argumenten i samma ledare. Resultat: Resultatet visar på att de flesta ledarna är normativa. Mellan ledarna återfinns både likheter och skillnader, dessa tar sig i olika former beroende på vilket huvudfokus ledarna har, samt vad för grunder de har till sina argument.

This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics.

Collaboration between those working in product development and production is essential for successful product realization. The Swedish Production Academy (SPA) was founded in 2006 with the aim of driving and developing production research and higher education in Sweden, and increasing national cooperation in research and education within the area of production.

This book presents the proceedings of SPS2024, the 11th Swedish Production Symposium, held from 23 to 26 April 2024 in Trollhättan, Sweden. The conference provided a platform for SPA members, as well as for professionals from industry and academia interested in production research and education from around the world, to share insights and ideas. The title and overarching theme of SPS2024 was Sustainable Production through Advanced Manufacturing, Intelligent Automation and Work Integrated Learning, and the conference emphasized stakeholder value, the societal role of industry, worker wellbeing, and environmental sustainability, in alignment with the European Commission's vision for the future of manufacturing. The 59 papers included here were accepted for publication and presentation at the symposium after a thorough review process. They are divided into 6 sections reflecting the thematic areas of the conference, which were: sustainable manufacturing, smart production and automation, digitalization for efficient product realization, circular production, industrial transformation for sustainability, and the integration of education and research.

Highlighting the latest developments and advances in automation and sustainable production, the book will be of interest to all those working in the field.

Bakgrund

Den dagliga utomhusvistelsen på gården är en stor del av barns vardag på förskolan. En rådande uppfattning inom förskolans verksamhet är att "det finns inget dåligt väder, bara dåliga kläder" och

alla barn ska vistas utomhus minst en gång om dagen, varje dag. En stor del av den forskning som finns tillgänglig inom området för utomhusvistelse fokuserar på det som kallas "utomhuspedagogik" och behandlar inte den vardagliga utomhusvistelsen i samma utsträckning.

Syfte

Syftet är att undersöka hur pedagoger i förskolan resonerar kring den vardagliga utomhusvistelsen på förskolans gård och hur de motiverar denna och dess betydelse samt vilken möjlighet barnen har till delaktighet.

Metod

Vi har genomfört tre fokusgruppintervjuer med sex pedagoger, både förskollärare och barnskötare. Intervjuerna har därefter analyserats med inspiration från den fenomenologiska inriktningen hermeneutik. Resultatet presenteras utifrån tre temaområden

"Det är bra att vara utomhus", "Utomhusvistelse på gården" och "Delaktighet".

Resultat

Resultatet visar att utomhusvistelsen är en rutin på förskolan som sällan ifrågasätts. Samtliga pedagoger i våra intervjuer var positiva till utomhusvistelsen och dess möjligheter för barnens välmående och utveckling. Samtidigt som pedagogernas resonemang överlag är snarlika, så visar resultatet att det finns flera olika sätt att förhålla sig till barns vistelse utomhus

Bakgrund

Ett av skolans uppdrag är fostra elever till demokratiska medborgare. Det finns ingen enig definition av hur en ideal medborgare framställs. De medel som används för att forma demokratiska medborgare i skolan är bland annat läroböcker där texterna har bakomliggande värderingar som elever kan påverkas av.

Syfte

Syftet med studien är att undersöka vilken typ av medborgarfostran läroböcker i SO praktiserar. Syftet bryts ner i två forskningsfrågor som berör hur den ideala eleven skrivs fram i läroböcker och på vilket sätt den mottagande eleven tilltalas.

Teori och metod

Metoden och teorin som används i studien är diskursanalys med en inriktning på identitetskonstruktion. Teorin utgår från att det alltid finns bakomliggande tankar och värderingar i texter. Metoden går ut på att hitta mönster i de två valda läroböckerna genom ekvivalenskedjor och begreppen medborgarskap, makt och perspektiv. De två läroböckerna som analyseras är de två mest använda läroböckerna i SO i en medelstor kommun i Västra Götaland. De signifikanter som hittads i läroböckerna och bildade ekvivalenskedjor bevisas och förklaras med hjälp av citat i uppsatsens resultatdel. Studien redovisar inte sanningar, utan det är tolkningar av forskningsfrågorna i ett specifikt sammanhang som undersöks.

Resultat

Studiens resultat visar att det tydligt skrivs fram en ideal elev i båda böckerna. Den ideala eleven skiljer sig något böckerna mellan. De signifikanter som bygger upp den ideala eleven är exempelvis att följa lagar och regler, reflektera och att ha ett moraliskt rätt bemötande. Det framkom också i diskursanalysen att elever inte alltid tilltalas som reflekterande elever, utan mer som tomma kärl redo att fyllas med kunskap som inte alltid motiveras.

In 2002 University West was commissioned by the government to develop forms for work integrated learning (WIL) as part of the work with pedagogical renewal of higher education. As a result of this assignment, WIL is now a deeply rooted philosophy and cornerstone of the university but also the main principle for pedagogical approach. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. In other words, we are striving to connect university studies with everyday work life and the surrounding society. The purpose of this paper is to describe and evaluate a strategy for improving student awareness and skills for problem solving, reflection and lifelong learning in the junction between theory and practice. At the center of our focus are students from our bachelor's degree programme 3D-animation and visualization and a course on simulation and particle based effects. This is a challenging subject to teach since knowledge, tools and process is evolving rapidly and we rewrite the course curricula every year. The strategy consists of adding five themes focused on reflection and problem solving spread over the weeks of the course, in addition to the more direct subject-related areas. For each theme the students recieved reading material giving an overview of each theme, and then reflection based questions aimed at connecting the theme of each week to the subject of the course. The themes were Lifeling Learning, MoSCoW prioritisation, Schöns desriptions of design challenges and wicked problems and finally Fraylings ideas of Research through design and Schöns Conversation with the material. For the last week, the students wrote a summary of the entire course using the themes they had studied. At first there was some resistance among the students, and it was not easy for them to see the value of these assignments, instead their focus was on the more technical aspects of the course. However, as the course progressed a majority of the students started to see the point of these more reflective based assignments. One example where this became apparent was during the weekly presentations of the technical assignments. While some of the students still struggled with integrating the reflective assignments with the more technical parts of the course, others started to use the terminology and reasoning from the reflective assignments when talking about how they approached the problems they faced when solving the technical assignments. Having the students equipped with these new approaches also facilitated talking about problem solving and learning strategies, both during the course where this strategy was tested, as well as a subsequent course.The strategy was evaluated by analysing the written and oral presentations and reflections of the students, with special attention being paid to their problem solving and their strategies when approaching new technologies and tools. In addition to this, we also observed their reasoning about the theories that was embedded in the tools, i.e not just talk about how to do things in the software, but also the theories and principles underlying the software.Overall, the aim of the strategy was to train the students on problem solving and learning through experimentation, design and reflection. While one single course is a very short time to practice this, differences in reasoning andstrategies in the students from the beginning of the course to the end could be seen. This was both in their written reports as well as their oral presentations. Areas where improvements could be seen was more abstract reasoning, reflection on problem solving, priorities, and the ability to connect and compare different areas of the course. One theme that also was recurring in the texts was the balance between chaotic exploration and structured learning. These are skills that are valuable in a changing industry where they will need to learn new tools and develop new workflows constantly. Overall, a conclusion here is that learning to learn is far more important than learning a specific tool or skill.

Work Integrated Learning (WIL) is often considered and used as an umbrella concept for a broad range of activities. The fundamental idea is to integrate theoretical knowledge with work practice and connect education, work and research. At University West, WIL is presented and defined according to three dimensions: as a philosophy, as a pedagogical method and a topic for research. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. This generous definition of WIL is on one hand permissive and flexible in application but on the other hand creating uncertainty and confusion. In this paper we report from the experiences of undergoing a thorough review process of a B. Sc. -program being evaluated for a WIL-certification. In order to strategically develop the quality of WIL a decision was made to certify all programs. The goal is to assure that all students are given opportunities to face, understand and reflect upon WIL. Our empirical data which is documented in a self-evaluation report of the media and design programs, firmly pointed to a need for a shared vocabulary as well as tools and methods adapted to support the process of WIL-certification.

For some years the importance of student readiness or employability has been emphasised by society and the labour market. WIL is often considered a key strategy for developing employability capabilities in students by higher education. A typical didactical application is cooperative education, work-based learning or other forms of internship. This demand maintaining and developing partnerships with the surrounding society to provide internships for all students, especially since the concept of WIL is being spread and recognized.

A possible solution suggested by our self-assessment report and in related work is to explore and develop new or existing activities within a course or curriculum, that promotes WIL to broaden the options. This development has also been advanced by remote learning initiatives, virtual learning technologies, calls for internationalization and a recent pandemic situation.

At an early stage in our certification process, an inventory of activities considered promoting WIL was established by all teachers. The purpose of the inventory was primarily to identify courses that included WIL but also function as a trigger for conversations on WIL. We found an array of methods and approaches utilized by teachers in our programs. These activities could be defined as work integrated education (WIE) and hence an important part of our WIL-profile. These findings raised practical questions – How do we define and phrase a vocabulary for communicating WIL-activities and directions for further development? How can we operationalize and describe progress with respect to WIL/WIE? Is there a framework, model or typology that we could utilize?

The proposed typology presented in this paper is based on a previous suggestion; “A typology of WIL”. Key takeaways are an updated typology for identifying, applying and utilizing pedagogical ideas that serve to promote WIL. The typology has been revised and rearranged to meet and cope with all new activities being developed in the WIL community around the world. An important addition is the work or results created by students as a response to an assignment.

During the last year more programs went through the formal process of WIL-certification at University West. The programs included in this presentation are 3d-animation and visualization, Digital Media and Systems development – IT and society. An early step when preparing for the certification was to identify activities and pedagogical ideas, utilized by staff and considered to promote and achieve a WIL space. As the number of activities identified grew in number the need for a model or classification of work integrated education (WIE) became apparent. There are some possible classifications suggested but they were not covering all aspects and forms of the programs. At the end a modified or updated classification based on the work of Hedlund & Svensson (2005) became the solution

The aim for this presentation is to discuss identified forms of work integrated education (WIE) through examples from actual courses and a modified framework for classification.

Bakgrund:

Det finns flertalet studier som har undersökt lärmiljöns betydelse för barns lek och lärande. Däremot är det få studier som undersöker hur förskollärare ser på lärmiljön för barns lek och lärande. Tidigare forskning poängterar att fler studier inom området behövs. Därmed anser vi att det är viktigt att undersöka just detta då det är förskollärarna som är närmast lärmiljöerna och barnen även att de är förskollärarna som skapar lärmiljöerna.

Syfte:

Syftet med studien är att undersöka hur förskollärare uttrycker sig om den fysiska och sociala lärmiljöns betydelse samt vilka faktorer de lyfter fram kan påverka barns lek och lärande.

Metod:

För att besvara studiens forskningsfrågor och uppnå syftet med studien har kvalitativa semistrukturerade intervjuer genomförts som sedan har analyserats genom en tematiskanalys.

Resultat:

I föreliggande studie framkommer det att den fysiska och sociala lärmiljön inte kan ses som isolerade enheter utan som ett sammanhängande system där de är ömsesidigt beroende av varandra. Detta helhetsperspektiv visar att den fysiska och sociala lärmiljön fungerar som ett kugghjul där alla komponenter är avgörande för att skapa en effektiv och stödjande lärmiljö. Resultatet påvisar även att förskollärarnas roll är central i detta system, där deras förhållningssätt och närvaro har en avgörande inverkan på hur väl dessa lärmiljöer stödjer barns lek och lärande.

Having prior knowledge and experience in 3d-graphics or visual effects can give you ahead start when embarking on an education within that field. However, experience shows that it is common that those students that have worked with 3d-graphics on a hobby level are stuck in a certain way of working. They have developed methods and workflows that are suitable under hobby-like circumstances, which means that they  have worked in isolation, on a single computer and often without any specific deadlines or time restraints. However, work life is seldom this structured. Instead it is complex and disordered, and requires constant new learning (Bruno et al, 2017).

This is a qualitative study where students from a three year program are interviewed regarding their process of going from a hobbyist to a professional, if any. The results are compared with the concept of the Deliberate Professional, as described by Trede and Jacksson (Trede et al, 2019) The results of this pilot study suggests that the students to a large extent still are in the “hobbyist”-mindset, and have a low insight in the different requirements of beingin the workplace. However, some mentions of constant learning, and the importance of knowledge outside of specific 3d-technology. Some implications for the program isto focus and emphazise what it means to be a professional, and not only expose the students to work-like projects, but also have more occasions for reflection excercises, as described by Bruno and Dell’avarsana (Bruno et al, 2017).

I Skolverkets satsning på generella insatser för nyanländas lärande har kommunala samordnare en central roll. I projektet beskriver vi samordnarnas egna berättelser om uppdrag, mandat och positioner i kommunen, hur kommunen tillvaratar deras kunskaper och kompetenser i arbetet. I studien undersöker vi även implementeringsarbetet med den nya kursplanen i svenska som andraspråk samt vilken roll samordnaren har haft i arbetet. Ambitionen är att belysa konsekvenser det kan få i utbildningssammanhang och förutsättningar att möta komplexiteten i undervisningen som kan råda lokalt.

Studiens teoretiska ansats vilar på Stephen J. Balls (2012) arbete kring hur skolor förhåller sig till policydokument, regelverk och politiska krav; dvs. en policy- enactmentstudie. Diskursanalysen utgör grunden för att studera kontexten i policyarbetet, att studera samordnaren som policysubjekt och som policyaktör samt hur samordnarna omvandlar de regler och föreskrifter som ges inom ramen för samordnaruppdraget inom nyanländas lärande (a.a.).

Det är preliminära resultat som kommer att lyftas och diskuteras. Vi ser att samordnarfunktionen är en förutsättning för kontinuitet och långsiktighet i arbetet med nyanlända elevers lärande i Fyrbodals kommuner. Vi ser också ett värde i att tillvarata kompetensen och erfarenheterna från detta nätverk i arbetet på Högskolan Väst. Det kan bidra till ett kunskapstillskott för högskolan och lärarutbildningarna.

Bakgrund

Då många av dagens barnböcker framställer kvinnligt och manligt enligt de rådande normerna för vardera kön lär sig barn hur pojkar/män och flickor/kvinnor bör vara. Forskning visar på att barn redan i tidig ålder påverkas av de könsnormer som de får möta i litteratur. I skolans styrdokument beskrivs att skolan ska arbeta för att motverka könsmönster och att alla elever ska ges samma möjligheter att utvecklas. Enligt tidigare forskning är det betydelsefullt för personer av annan könstillhörighet än manligt och kvinnligt att få möta fiktiva personer med alternativ könsidentitet som de kan identifiera sig med. Därav är det av vikt att lärare granskar den litteratur de väljer att använda i sina klassrum, för att på så sätt kunna förmedla en bra värdegrund kring genus och kön samt kunna skapa inkludering och givande diskussioner kring ämnet.

Syfte

Syftet med denna kvalitativa studie är att analysera hur tre svenska barnböcker för åldrarna 6-9 år skildrar genus- och könsnormer i text och illustration, samt att analysera hur genusmedvetna/omedvetna böckerna är.

Metod

Vi kommer i denna studie använda oss av en multimodal genusanalys där vi använder oss av en semiotisk analys samt närläsning. Med hjälp av en multimodal analys är vår tanke att vi ska kunna få syn på hur illustrationer och text förmildrar, förstärker eller motsäger de manliga, kvinnliga eller ickebinära karaktärsdrag som tillskrivs de olika personerna.

Resultat

Resultatet visar att de vuxna personerna oftast följer genusnormerna och således framställs enligt de stereotypa könsmönstren för respektive kön. Medan barn gestaltas mer neutralt och könsöverskridande och där flickor och pojkar är mer jämställda. Vi kunde även se en avsaknad av ickebinära mänskliga personer i samtliga böcker.

This article presents a PhD supervisor's reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor's experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.

Work integrated learning in academia and wellbeing for PhD-students

Few PhD-students have a clear plan for their coming career after completion of their PhD-studies. There can be dreams of starting new enterprises, combining research with innovations in practice, or to pursue a career in academia. In health and welfare research schools there are many PhD-projects involving single PhD-students, as well as part-time PhD-students whose project is connected to their workplace. Research shows risk of low wellbeing and high levels of stress among PhD-students, together with feelings of isolation and impostor syndrome (Seeber and Horta, 2021, Schmidt and Hansson, 2018). Such negative feelings negatively impact the outcome of the PhD period and may also affect the future career of the PhD-student. To promote and sustain PhD-students health and wellbeing, there is a need to test activities that can decrease experienced negative stress during the PhD-period as well as enhancing academic competencies like academic leadership, academic writing skills and pedagogical skills. In addition, successful academics should have excellent competence in their field, collaborate with stakeholders and engage in impact activities. Thus, the PhD period needs to provide work integrated learning in academia to provide learning opportunities to develop those skills. Research conce rning PhD-students’ wellbeing and progress shows that the supervisor has an extremely important role for completion of the PhD and for the wellbeing of the student (Buirski, 2022). However, there are limited resources set up for PhD supervision and mentoring, which can create stress and mismatch in needs and capacities between the supervisor and the PhD-student. During the covid-19 pandemic the risk of losing pace in PhD-projects increased, in addition to disconnectedness with academy due to digital instead of physical meetings. However, this change also provided opportunities for novel and pragmatic ways of structuring supervision and enhancing the self-efficacy of the PhD-students. The purpose is to present learnings and outcomes of work-integrated learning project in academia for PhD-students.The focus is on two novel learning activities: online writing retreats and online monthly meetings, which were tested during the covid-19 pandemic. The aim of the learning activities was to encourage the PhD-students to be the leaders of their projects, to collaborate with others to find their role in academia, and learn the trade of being an academic, while practicing doing so, and promote wellbeing during the PhD period. The project has been performed with Plan-Do-Study-Act (PDSA) in biannual evaluation cycles. The PDSA is a quality improvement tool focusing on the translation of ideas and intentions into action (Reed and Card, 2016). The iterative structure of PDSA is well suited to promote learning of a tested change and help shape organizational culture for the better (Reed and Card, 2016). Evaluation data includes number of participants, types of spin-offs from the learning activities, and participants’ oral and written feedback on the learning activities. The collected data was analyzed from the perspective of usefulness of the learning activities related to theories of work-integrated learning. Online structured digital writing retreats Open to more than the PhD-students supervised by the facilitating supervisor (any PhD-student who considered themselves in need of learning better academic writing structure, master students who wanted to become PhDstudents, other supervisors who wanted to see how a digital writing retreat worked). This activity showed participants the importance and diversity of academic writing. The participants chose their own writing tasks, report on their progress, and plan for their next step – but being their own controller and thus actively practicing self-leadership. At the same time the participants shared their feelings of participating in the writing retreat when reporting their writing progress – thus creating a social, international, and interdisciplinary forum, increasing their networks and enhancing feelings of belonging. This in turn ignited cross-project collaboration, thematic discussions and sharing of scientific literature of importance. As facilitating supervisor, I participated on the same level as other participants, sharing my writing progress and feelings related to academic writing. The 1-hour monthly meetings for PhD students supervised by the same supervisor.

The meetings were co-designed by the PhD-students, where the first meeting developed from a shared practical problem concerning digital data safety. Coming meetings were then co-designed depending on experienced needs by the PhD-students. The PhD-students were in different phases of their PhD-process; thus, they could bring in varied perspectives and share learning with each other on the academic processes. They could also discuss issues that they considered important, such as being asked to review for a journal or being asked to teach at bachelor or master programs. Such collaborative working discussions across projects and disciplines are important in academia and the meetings were used to solve problems in academic practice and to test scientific ideas. As the meetings also were led in turn by the participating PhD-students, academic leadership skills were practiced in this setting. As participating supervisor, I had a more passive role than in traditional supervision meetings, and the meetings were inspirational and provided opportunities for shared learning.

Outcomes from the novel learning activities

The PhD students themselves describe how they have both acquired increased academic skills, and that the online writing retreats have been important in decreasing negative stress, creating a safe social environment which has been important for their wellbeing. The shared learning activities also presented a view of how to work together in academia, which may support the students when thinking of their future career and if this is to relate to academia. As a supervisor, I can clearly see that the activities have enhanced self-efficacy, leadership skills, cross-disciplinary collaboration, national and international networks and decreased dependency on supervisors. The additional bonus of those work-integrated learning activities has been the good progress of the participants’ projects and joy at work!

Academic reading is a challenge for many students and there is therefore a need to explore opportunities to support students in reading scientific articles in English, and to understand the new knowledge in a Norwegian context and enable them to use the knowledge in their future professional practice. This article shows how a digital tool provides new opportunities for asynchronous interaction between students about subject content and syllabus, and how this can be used to promote academic reading, professional learning and at the same time increase student interaction.

The need to uncover the bibliographic field of work-integrated learning (WIL) stems from the increased interest to include WIL in higher education and present positive outcomes of WIL. This bibliographic review of WIL aims to understand the connectedness and trajectory of WIL in scientific publications and to explore the most influential actors. The amount of WIL research is increasing rapidly and there is global interest in the research field, even if there are dominating countries, such as Australia. From both citations, co-citations, and bibliographic coupling it is evident that there are highly influential countries, sources, publications, and authors in WIL research, which shape the bibliographic landscape of WIL. As WIL is an emerging research field, additional bibliographic reviews in coming years can show future trends in WIL research and potential differences between countries and disciplines.

In 2002 University West received a specific mission from the Swedish government to develop Work-integrated learning (WIL), but already in 1990 the University Board of Directors branded the university “as the first and only WIL educational and research institution of higher education in Sweden” (Piperet al., 2023). Since 2020 University West also offers a PhD program in WIL with the aim to enhance learning in the workplace (University West, 2023). However, WIL was a track within previous PhD programs at University West. These actions are likely to impact the research outcomes of the university, but it is unknown to what extent this has happened especially in comparison to other universities in Sweden. Governmental funding can have a powerful impact on institutional behavior (Organization for Economic Cooperation and Development, 2020), which likely also influences individual researchers’ actions. In addition, organizational strategies of universities can also influence academic research collaboration (Kienast, 2023). Therefore, it is likely that the specific national mission and University West’s strategy concerning WIL has had traceable effects in research publications, however the bibliometric level of impact is unexplored.

Scientific writing is a key feature of academic work often connected to publication pressure, fear of failure, and stress. In addition, there are many academics describing negative experiences of peer-review and feedback. To enhance a positive academic work environment, reduce writer’s block and stress related to sharing and receiving feedback on scientific texts, feedforward can be a useful option. When testing feedforward in a hybrid structured feedforward event with a multidisciplinary supervisor panel, it was evident that feedforward is still experienced as novel and empowering both for PhD students and senior researchers. This intensifies the need for feedforward as a tool to promote productive scientific writing and a positive work environment in academia.

Purpose: The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach: The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings: The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications: This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications: Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications: A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value: The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development. 

The ambitions of organizational scholarship to enhance employee's performance is viewed as a process of moving from controlling workers to empowering them, from giving orders to creating participatory interactions.These movements are usually pursued in the shadow of a supposed scientific management exactness that aim for a higher performance. However, such ambitions often ultimately translate into organizational efficiency in the sense of less input for more output in performing certain tasks, or in terms of creating customer value. In this scenario, no matter how capable employees are in performing a range of tasks related to a knowledge area, their performance is always evaluated relative to tasks specific to the context of the given organization and dependent upon its demands.

In this study, we examine a highly innovative industrial context, where the arrangement of human competence, and modern agile management processes are implemented with hopes of employee empowerment. Through in-depth interviews, we illustrate how the engineers' presumptions for individual competence development are often at odds with the requirements of performing in the context of their organization.This is while, the agile management processes have famously accommodated the engineers with high levels of freedom to engage in their personal interest areas and to continue learning in that direction. Towards the end, we argue that, although closely entangled, employees' 'competence' and 'performance' refer to distinct grounds.By distinguishing the two terminologies, we aim at voicing both the employees' concerns with developing their competence, as well as the managerial consideration to obtain "competent" performance. Our study contributes to both the management literature on competence at work, as well as studies of workplace learning.

Open Educational Resources are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others (UNESCO). Increasing the use of OER worldwide can be one of many steps toward reaching the United Nations Agenda 2030 sustainability goals (SDG), especially SDG 4 Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The UNESCO OER recommendations from 2020 provide clear goals and aims for OER, but how are they being implemented in higher education in Sweden? Specifically, how well are teachers and students aware of and how are they using OER, specifically open textbooks? This paper presents the use and needs of OER as well as current OER guidelines at University West in Sweden and investigates teachers’ and students' perceptions and experiences of open educational resources (OER) at University West, focusing on open textbooks. The method of the intervention was student and teacher surveys, both pre- and post-pandemic. The pre-pandemic surveys were sent out in April 2020 and had 79 student respondents and 82 teacher respondents. The post-pandemic surveys were sent out in June 2022 and had 83 student respondents and 76 teacher respondents.

The aggregated results show that there were no significant differences in the use of OER and open textbooks due to the pandemic both for students and teachers. The current use of OER and open textbooks was limited and the primary motivations for using OER and open textbooks were economy, social justice, and adaptability with varying priorities among students and teachers. Additionally, OER and open textbooks are currently used marginally at University West but there is interest to increase the use of OER and student co-creation due to the three primary motivators. These preliminary results provide valuable insights regarding the key factors for increasing the use of OER and open textbooks in higher education to help achieve the UNESCO OER 2020 goals and the United Nations Agenda 2030 SDG goals, especially SDG 4 Quality Education.

Kliniskt Lärande Centrum (KLC) på Högskolan Väst, institutionen för Hälsovetenskap präglas av ett personcentrerat, normmedvetet och hållbart synsätt på vårdande och erbjuder studenterna ett tryggt och säkert lärande. Vid KLC finns ett tydligt AIL-fokus när studenterna övar tekniska färdigheter samt mellanmänskliga förmågor, att omsätta sina teoretiska kunskaper till handling, innan de ställs inför autentiska möten med patienter och olika personalkategorier inom vården.

Samtida hälso- och sjukvård står inför nya utmaningar, som exempelvis ökad ojämlikhet, ökad andel äldre i samhället och ökad risk för pandemier, vilket för med sig komplexa vårdbehov. För att kunna möta dessa utmaningar krävs att högre utbildning utvecklas så att framtida personal inom hälso- och sjukvård förbereds för att samarbeta över professionsgränserna. Förmågan att kunna samverka i team är ett av högskoleförordningens generella mål för blivande sjuksköterskor. Dessutom är samverkan i team en av sex kärnkompetenser som alla professioner i vården måste besitta för att kunna bedriva en god och säker vård. För att studenterna ska uppnå kompetens att i sin kommande yrkesroll kunna samverka i interprofessionella team, bör det redan under grundutbildningen ingå pedagogiska moment i form av Interprofessionellt lärande (IPL), där studenter från olika professioner inom Hälso och sjukvården får möjlighet att lära om, med och av varandra.

Föreliggande projekt handlar om att implementera interprofessionella läraktiviteter vid sjuksköterskeprogrammet. Härigenom möjliggörs ett arbetsintegrerat lärande mellan Högskolan Väst, Sahlgrenska Akademin, Yrkeshögskolan och omgivande Hälso- och sjukvårdsenheter. Ett pilotprojekt har genomförts i form av en teamsimulering vid KLC där studenter från sjuksköterskeprogrammet, undersköterskeelever och specialistundersköterskestuderande medverkade. Preliminära resultat från en skriftlig utvärdering av pilotprojektet visar att en majoritet av deltagarna är positiva och önskar fler interprofessionella moment. Under våren planeras därför för fler interprofessionella läraktiviteter där läkarstudenter från Sahlgrenska akademin ska involveras i simuleringsövningar tillsammans med sjuksköterskestudenter. Därefter planeras att succesivt införa fler interprofessionella aktiviteter inom sjuksköterskeprogrammet.