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  • 1.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    Högskolan Väst, Trollhättan (SWE).
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ringsby Jansson, Bibbi
    University West, Study and Academic Support, Library and Educational Development.
    Certifiering av arbetsintegrerat lärande i högre utbildning2021In: VILÄR: 9-10 of December, 2021, University West, Trollhättan, 2021, p. 21-21Conference paper (Other academic)
    Abstract [sv]

    För att Sverige ska kunna konkurrera i den globala ekonomin måste våra studenter med examen från högre utbildning vara redo för en karriär i arbetslivet. För Högskolan Väst innebär detta att våra utbildningar ska utvecklas i samverkan med partners från omgivande samhälle för att kunna erbjuda ett relevant och attraktivt utbildningsutbud, som svarar mot arbetsmarknadens långsiktiga kompetensbehov. Vid Högskolan Väst görs detta strategiska arbete inom ramen för vår profil arbetsintegrerat lärande (AIL). För oss bygger AIL-profilen på att avancerad kunskap skapas på många håll i samhället och att teoretisk och praktisk kunskap är lika viktiga. Vi vill att våra studenter utvecklar förmågor och färdigheter som gör att de kan ingå i och driva hållbar samhällsutveckling i praktiken. För att uppnå en strategisk och kvalitativ utveckling av AIL beslutade Högskolan Västs styrelse att AIL-certifiera alla utbildningsprogram med ett tydligt hållbarhetsperspektiv. Kvalitetsprocessen kallas AIL-certifieringsprocessen, vars syfte är att säkerställa att alla studenter möts av och kritiskt kan reflektera kring till AIL, dess innehåll, värde och utmaningar utifrån ett hållbarhetsperspektiv. Denna studie presenterar erfarenheterna från två omgångar av AIL-certifieringar där 11 utbildningsprogram genomgått processen. Arbetet har inneburit utformning av kriterieområden för att kunna kvalitetssäkra kursplaner och utbildningsplaner utifrån olika kunskapsformer. En initial vägledningsmodell med kompletterande inspiration och stödstruktur till kriterieområdena har tagits fram. Resultatet visar på att det finns ett flertal olika typer av AIL-aktiviteter som återspeglar mångfalden av AIL i undervisningen och de sätt som utbildningar vid Högskolan Väst har relation till och samverkar med arbetsgivare och organisationer. Processen kom att präglas av kollegialitet och erfarenhetsutbyte vilket även resulterat i kvalitetsutvecklande aktiviteter inom program och kurser. Det långsiktiga bidraget är att ta fram ett kvalitetsramverk för AIL i högre utbildning med tydlig koppling till hållbar utveckling. Ett sådant kvalitetsramverk ska kunna spridas till fler lärosäten som systematiskt vill utveckla AIL som en tydlig kvalitetsdimension i högre utbildning. 

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    VILÄR2021
  • 2.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Linder, Johan
    NU Hospital Group,Trolhättan (SWE).
    Johansson, Kristina
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society.
    Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project)2022Conference paper (Other academic)
  • 3.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group (SWE).
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Linder, Johan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Enhancing Quality through Work Integrated Learning and Collaboration Partnership2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 90-91Conference paper (Other academic)
    Abstract [en]

    For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.

    Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. 

    In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.

    The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.

  • 4.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Linder, Johan
    NU Hospital Group, Trollhättan (SWE).
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration2023In: ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023 / [ed] Luis Gómez Chova, Chelo González Martínez and Joanna Lees, The International Academy of Technology, Education and Development, 2023, p. 1298-1302Conference paper (Other academic)
    Abstract [en]

    For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.

    At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.

    To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.

    The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders.

  • 5.
    Negretti, Raffaella
    et al.
    Chalmers University of Technology SWE).
    Sjöberg-Hawke, Carina
    Chalmers University of Technology (SWE).
    Persson, Maria
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    Cervin-Ellqvist, Maria
    Chalmers University of Technology (SWE).
    Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication2023In: The Journal of Writing Research, ISSN 2030-1006, E-ISSN 2294-3307, Vol. 15, no 2, p. 333-361Article in journal (Refereed)
    Abstract [en]

    Academics are increasingly engaged in writing genres with purposes and for readers outside of academia—a variety of science-based communication practices that fall under the term science communication. These practices often span different modes, genres, and even languages, requiring high degrees of rhetorical flexibility, strategic knowledge, and regulation of writing. In this study, we probe the self-regulation and specifically the metacognitive strategy knowledge (MSK) of seven senior scientists who regularly and actively engage with writing for science communication. We argue that understanding their MSK can illuminate how strategic knowledge is transferred across written genres, and importantly offer useful insights for the training of future scientists. Using data derived from in-depth, narrative interviews with a recall component, we identify a variety of strategies for task conceptualization/analysis, planning and goal setting, monitoring, and evaluating the writing of different genres. Task analysis appears particularly crucial in science communication writing, due to the great variety of purposes and readers that fall under this umbrella. Interestingly, our participants underscore storytelling strategies, and seem to transfer language and style monitoring strategies to and from science communication and publication. We map the strategies identified and discuss the implications of our study for further research and science communication pedagogy. 

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    fulltext
  • 6.
    Näverå, Elisabeth
    et al.
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    Library-faculty collaboration in the light of a business administration bachelor’s program: ‘The Scientific Wave’2022In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 13, no 1, p. 39-55Article in journal (Refereed)
    Abstract [en]

    In contemporary digital society, information literacy is increasingly important and viewed as a necessary life skill for all ages, social groups, and professional sectors, hence also affecting higher education. Universities need to develop strategies and approaches to integrate these skills into course syllabi, assignments and assessments based on close library-faculty collaboration. However, librarians and faculty members in higher education traditionally often have separate agendas and limited collaboration. This paper illustrates the background and process of constructing a successful librarian-faculty partnership, as a shared framework entitled the ‘Scientific Wave’ throughout a bachelor’s program in business administration to enhance students’ critical thinking, research skills and information literacy in particular. A case study approach was applied, and data collection was conducted during 2014–2019. The outcomes of a shared framework and library-faculty collaboration are discussed from the perspectives of students, library, and faculty. Findings show that a shared framework based on close collaboration between librarians and faculty, strategic anchoring and visualization in curricula, syllabi, course objectives and assessments developed in line with the mission of the university have an impact on students’ information literacy skills during their education and after graduation. The Scientific Wave is a co-designed continuous framework based on the separate but complementary skills of librarians and faculty to provide students with tools for critical and creative thinking, research skills and lifelong learning in today’s digital society.

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    fulltext
  • 7.
    Oscott, Henrik
    University West, Study and Academic Support, Library and Educational Development, Division of Educational development and Study Counselling.
    Öppna licenser och källkoder2021In: Introduktion till medieteknik / [ed] Pernilla Falkenberg Josefsson, Mikael Wiberg, Studentlitteratur AB, 2021, 1:1, p. 281-290Chapter in book (Other academic)
  • 8.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Boosting the digital transition through lifelong learning: Nordic Initiatives2020Other (Other academic)
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    fulltext
  • 9.
    Thorn, Jessica
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    Att erbjuda verktygslådan: akademisk informationskompetens på sjuksköterskeprogrammets första kurs2020Student paper other, 10 credits / 15 HE creditsStudent thesis
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    fulltext
  • 10.
    Thorn, Jessica
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    How librarian involvement enhances students’ information literacy2022In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 13, no 1, p. 63-70Article in journal (Refereed)
    Abstract [en]

    In 2017, 120 University West nursing students wrote a scientific report as an examination. Merely 30 students passed on their first attempt and one of the identified shortcomings concerned information literacy. In collaboration with the course coordinators, the liaison librarian modified the course design adding new contents as well as new assignments to create a kickstart for the students who lack the information literacy required in higher education. The module in information literacy training was extended to provide the students with the skills needed for successful results and thus making them better equipped for the rest of their studies, as well as for lifelong learning. This best practice article accounts for the course development, focusing on library instruction. Furthermore, it posits that the principles of andragogy, student activating methods and the united effort to meet the students where they are, have enhanced their learning process and consequently their information literacy. In 2020 and 2021, the students who passed the scientific report examination on their first attempt more than doubled. Due to librarian involvement, new pedagogical approaches, and a fruitful collaboration with course coordinators, these students’ information literacy skills seem to have improved.

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    fulltext
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