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  • 1. Abrandt Dahlgren, Madeleine
    et al.
    Hult, Håkan
    Dahlgren, Lars Owe
    Hård af Segerstad, Helene
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    From Senior Student to Novice Worker: Learning Trajectories in Political Science, Psychology and Mechanical Engineering2009In: The Routledge international handbook of higher education / [ed] Tight, Malcolm, New York: Routledge , 2009, p. 165-179Chapter in book (Other academic)
  • 2.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Science.
    Hult, Håkan
    Linköping University, Department of Behavioural Science.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Science.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Science.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in Higher education2005In: Symposium at the 33nd Congress of the Nordic Educational Research Association (NERA). Oslo, March 2005., 2005Conference paper (Other academic)
    Abstract [en]

    This longitudinal study focuses on the transition from higher education (HE) to worklife. Generally, the transition is considered to have become more complicated due to the changing conditions for work in a supercomplex society. More specifically, there is also still sparse knowledge about how students in PBL programmes cope with the transition process. Previous research on the topic has suggested that there is a need for more complex studies of the relationship between HE and work. The aim of the study is twofold, (i) to describe the way students experience their programme as seniors and later their work situation as novice workers, and (ii) if there are differences regarding these experiences in comparison between a PBL programme (psychology) and conventional progammes (mechanical engineering and political science). The transition from HE to worklife in the three programmes is analysed according to five dimensions; relation to space/areas of operation, identity/tracjectory, professional role characteristics, transition process and relationships between education and work. The results indicate that the PBL-programme is preparing for worklife in a rational way, both regarding generic skills and substantive knowledge. The conventional programmes stand out as preparing for worklife either by providing generic skills or by having a ritual character.

  • 3. Abrandt Dahlgren, Madeleine
    et al.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Dahlgren, Lars-Owe
    Hård af Segerstad, Helene
    Hult, Håkan
    From senior student to novice worker: learning trajectories in political science, psychology and mechanical engineering.2006In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 31, no 5, p. 569-586Article in journal (Refereed)
    Abstract [en]

    This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master’s programmes at Linköping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as...

  • 4. Abrant Dahlgren, Madeleine
    et al.
    Hult, Håkan
    Dahlgren, Lars Owe
    Hård af Segerstad, Helene
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Vom Hochschulabschluss zum Berufseinstieg: Lernverläufe in Politikwissenschaft, Psychologie und Machinenbau2013In: Studium und Beruf: Studienstrategien - Praxiskonzepte - Professionsverständnis / [ed] Hessler, Gudrun, Oechsle, Mechtild, Scharlau, Ingrid, Bielefeld: Transcript Verlag, 2013, 1, p. 115-141Chapter in book (Refereed)
  • 5.
    Björck, Ville
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Problematising the theory€-practice terminology: a discourse analysis of students'€™ statements on Work-integrated Learning2018In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed)
    Abstract [en]

    This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.

  • 6.
    Dahlgren, Lars Owe
    et al.
    Linköpings universitet, Inst. för beteendevetenskap och lärande.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Fenomenografi2009In: Handbok i kvalitativ analys / [ed] Fejes, Andreas, Thornberg, Robert, Stockholm: Liber , 2009, 1. uppl., p. 122-135Chapter in book (Other academic)
  • 7.
    Dahlgren, Lars-Owe
    et al.
    Linköpings universitet, Inst. för beteendevetenskap och lärande.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Fenomenografi2015In: Handbok i kvalitativ analys / [ed] Fejes, Andreas & Thornberg, Robert, Stockholm: Liber, 2015, 2, p. 162-175Chapter in book (Other academic)
  • 8.
    Drysdale, Maureen
    et al.
    University of Waterloo/St. Jerome’s University (Canada).
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    A Scientific approach to research design and quality in cooperative and Work-integrated education2011In: International handbook for cooperative and work-integrated education: international perspectives of theory, research, and practice / [ed] Coll, Rickard K. & Zegwaard, Karsten E., Lowell, Mass.: World Association for Cooperative Education , 2011, p. 85-100Chapter in book (Refereed)
    Abstract [en]

    "The Handbook has four sections. Section I is concerned with the theory of cooperative education, with particular focus on the learning that occurs in the workplace. This part also addresses contemporary issues such as assessment of cooperative education, and identifies areas of needed research. Section II examines the practice of co-op worldwide. This part shows the breadth of disciplines of study, and is intended to allow co-op professionals see how co-op has been used in their discipline and other disciplines. This has been substantially revised from the first edition, with many more disciplines now covered. Each chapter in this section contains contributions from several authors, in most instances from more than one country, in order to gain an international perspective of the practice of co-op. The chapters begin with an overview of the discipline as it pertains to co-op, and consider models of practice, outcomes, constraints, and conclude with a detailed case study of co-op in the discipline. Section III is concerned with the benefits of co-op for all three parties; employers, students, and educational institutions. Section IV concludes the Handbook by considering some current issues confronting co-op, and the future of co-op."--publisher website.

  • 9. Drysdale, Maureen
    et al.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Psychological Outcomes of Cooperative Education and Work Integrated Learning: An examination of attitudes and behaviors2012Conference paper (Other academic)
  • 10.
    Drysdale, Maureen T B
    et al.
    St. Jerome's University/University of Waterloo Waterloo Canada.
    McBeath, Margaret L
    University of Waterloo Waterloo Canada.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Dressler, Sheri
    University of Central Florida Orlando United States.
    Zaitseva, Elena
    Liverpool John Moores University Liverpool United Kingdom of Great Britain and Northern Ireland.
    Psychological attributes and work-integrated learning: An international study2016In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 6, no 1, p. 20-34Article in journal (Refereed)
    Abstract [en]

    PurposeTo explore - on an international level - the relationship between work-integrated learning (WIL) and several psychological attributes (i.e., hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labour market.

    Design/methodology/approachA between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs.

    FindingsWIL and non-WIL students in the four countries shared several attributes - however - significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students.

    Research limitations/implicationsSelf-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations.

    Originality/valueThe positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data is provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.

  • 11. Drysdale, Maureen
    et al.
    Ward, Lisa J.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Zaitseva, Elena
    Sheri, Dressler
    Comparing the Attributes of Students in Cooperative Education or Work-Integrated Learning Programs in Four Countries2012Conference paper (Refereed)
    Abstract [en]

    New technologies, the internalization of markets, and higher numbers of university graduates have led to greater competition for employment and greater needs for higher-order employment skills, practical experience, and a strong sense of competence. An increasing number of students are turning to work-integrated programs of learning (WIL) –where they can gain the necessary skills to enhance their future employment and career prospects.

    The aim of this international project was to examine the relationship between work-integrated learning and the psychological variables believed to play a role for success in the transition to the labour market.

    Students from four countries (Canada, Sweden, England, and the USA) completed the same online questionnaire measuring self-concept, self-efficacy, hope (goal-setting, goal achievement), procrastination, motivation, study skills, and work ethic. Results indicated there were many attitudes and behaviours shared by WIL and non-WIL students in the four countries – however there were also significant differences that shed light on WIL outcomes and/or the type of students who select WIL, regardless of where they reside. WIL students appear to have a stronger math self-concept and problem-solving self-concept. Non WIL students appear to have more confidence to attain academic and career goals, but it decreases by the end of their studies. On the other hand, confidence increases substantially for WIL students. Gender effects and achievement differences between the two groups will also be discussed. In summary, Students in WIL programs –regardless of where they reside -appear more similar than different.

  • 12.
    Emilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Berndtsson, Ina
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Pedagogical challenges in nurse education: a case study focusing on the completion rate in theoretical education at a Swedish University2014In: Vol. 6, no 11, p. 14 s.-Article in journal (Refereed)
    Abstract [en]

    Background: The purpose of this survey was to relate completion rate and results on national clinical final examinations to student’s admission background and examination results for nursing and medical courses.

    Methods: The research data were based on a quantitative case study, with 286 nursing students, using statistical analysis.

    Results: The programme's overall completion rate was 76%, i.e. almost one out of four students did not complete the programme. The higher students' upper secondary/high school grades, the fewer attempts they needed to pass the nursing and medical courses exams (p<0.001). The average examination attempts needed to pass courses in medical science was significantly greater than the number needed to pass courses in nursing science (p<0.001). In a multivariate analysis both upper secondary/high school grades and average examination attempts needed to pass were significant predictors for national clinical final examination score.

    Conclusion: In sum, upper secondary/high school grades and examination attempts needed, especially for courses in medical science, may be regarded as important indicators of achieved knowledge and skills which are tested in the national final examination.

  • 13.
    Emilsson, Maria
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Skyvell Nilsson, Maria
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Berndtsson, Ina
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Pennbrant, Sandra
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Pedagogical challenges in nurse education: A Case Study Focusing on the Completion Rate in Theoretical Education at a Swedish University2014Conference paper (Refereed)
  • 14.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Work Integrated Learning: a Marriage Between Academia and Working Life2015In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, E-ISSN 1690-4524, Vol. 13, no 6, p. 38-46Article in journal (Refereed)
    Abstract [en]

    There is a demand for increased cooperation between higher education institutes and surrounding society, and different frameworks for such cooperation have been developed. University West in Sweden has a profile calledwork-integrated learning which could be regarded as a systematical approach for combining theory and practice.Actually work-integrated learning has become an ideologyfor the University which permeates all activities, i.e. education, research and cooperation with surrounding society. This article is a review, explaining and exemplifying our approach. We will also discuss strategies and challenges for bringing the relationship between theory and practice into a prospering marriage.

  • 15.
    Hofgaard Lycke, Kirsten
    et al.
    University of Oslo, Norway.
    Bayer, Manfred
    University of Duisburg-Essen, Germany.
    Cackowska, Malgorzata
    University of Gdansk, Poland.
    Hård af Segerstad, Helene
    Linköping University.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Kopciewicz, Lycyna
    University of Gdansk, Poland.
    The transition from higher education to work life2010In: Students as journeymen between cultures of higher education and work: A longitudinal European study of the transition from higher education to work life / [ed] Dahlgren, Lars Owe, Saarbrücken: Lambert Academic Publishers , 2010, p. 89-114Chapter in book (Other academic)
  • 16.
    Hoskyn, Katherine
    et al.
    Auckland University of Technology, Auckland, New Zealand.
    Zegwaard, Karsten E.
    University of Waikato, Hamilton, New Zealand.
    Ferns, Sonia
    Curtin University, Perth, Australia.
    Kay, Judie
    RMIT University, Melbourne, Australia.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Mcrae, Norah
    University of Victoria, Victoria, Canada.
    The professional development needs of the New Zealand work-integrated learning community in comparison to international perceptions2018In: Proceedings of the 21st New Zealand Association for Cooperative Education Conference / [ed] K. E. Zegwaard & K. Hoskyn (Eds.), Aukland, New Zealand: New Zealand Association for Cooperative Education , 2018, Vol. 21, no 29, p. 17-21Conference paper (Other academic)
  • 17.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Aktionsforskning som perspektivvändare2013Book (Other academic)
  • 18.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Broad Entrance - Vague Exit: The trajectory of Political Science students through higher education into work life2007Doctoral thesis, comprehensive summary (Other academic)
  • 19.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Moving from academia och work life2011In: Higher Education: Teaching, Internationalization and Student Issues / [ed] Poulsen, Magnus E., New York: Nova Science Publishers , 2011, p. 265-275Chapter in book (Other academic)
  • 20.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    The Student of Today: Some student's and Teachers' Conceptions of the Characteristics of a Good Student2013In: Inside the New University: Prerequisites for a Contemporary Knowledge Production / [ed] Editor(s): Kristina Johansson, Göran Lassbo and Eddy Nehls, Bentham Publishers , 2013, 1, , p. 11p. 3-13Chapter in book (Refereed)
    Abstract [en]

    In Sweden today, there is an intensive debate discussing the changing conditions within higher education, one of the major issues is the one of meeting a new student cohort, i.e. millenials, or the generation Y students, etc. But what if the problem may not be the new students entering the university but the fact that we have to adjust to a new order ? Barnett, (2004) argues that we have to educate for a new work life. Implying that the students need to develop skills that are functioning in the world we live in right now. Bowden and Marton (1998) are talking about being able to transfer knowledge to new situations. Whilst Weiler ( 2005) argues that we have to meet the new cohort with new educational methods. Students of today are more visual learners, and we have to design for that in order to make the education meaningful.

  • 21.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    VILÄR: 7-8 december 20172017Conference proceedings (editor) (Other academic)
  • 22.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    VILÄR Abstraktbok2018Collection (editor) (Other academic)
  • 23.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Dahlgren, Lars Owe
    Hult, Håkan
    Abrandt Dahlgren, Madeleine
    Hård af Segerstad, Helene
    From senior student to novice worker: learning trajectories in political science, psychology and mechnical engineering2009In: Learning in academia: sociocultural and political perspectives / [ed] Cackowska, Malgorzata, Gdanskiego: Wydawnictwo Universytetu Monographs , 2009, 1, p. 39-51Chapter in book (Other academic)
  • 24.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Hård Af Segerstad, Helene
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    Hult, Håkan
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    Abrandt Dahlgren, Madeleine
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    Dahlgren, Lars Owe
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    The two faces of political science studies-junior and senior students' thoughts about their education and their future profession2008In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 55, no 6, p. 623-636Article in journal (Refereed)
  • 25.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Karlsson, Leif
    Högskolan i Kristianstad.
    Going global!2013Conference paper (Other academic)
  • 26.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Karlsson, Leif
    Högskolan i Kristianstad .
    Dimenäs, Jörgen
    Högskolan Borås.
    Vetenskap och profession på lika villkor: en utvärdering av VFU konceptet inom Försvarshögskolan - ett led i kvalitetsutvecklingen inför Högskoleverkets utvärdering 2013.2012Report (Other academic)
  • 27.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Kopciwicz, Lucyna
    Dahlgren, Lars Owe
    Learning for an unknown context: a comparative case study on some Swedish and Polish political science students’ experiences of the transition from university to working life2008In: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 38, no 2, p. 219-231Article in journal (Refereed)
    Abstract [en]

    This comparative small-scale (Swedish and Polish sample) longitudinal qualitative study investigates political science students' conceptions of their studies, their future profession and their workplace learning. The students (10 in Sweden and 11 in Poland) were interviewed twice, first when they were at the end of their studies and a second time when they had worked for approximately one year. The questions asked were designed to try to understand the transition from higher education to work life. The results indicate that they bring with them a set of academic generic skills from their education when they enter working life. Furthermore, the students in the two countries have very different perceptions of the subject Political Science, and the expectations they have regarding their studies and future working life also differ considerably.

  • 28.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Langelotz, Lill
    Högskolan i Borås.
    Lönn Svensson, Anngerd
    Högskolan i Borås.
    Gemensam examination - pedagogisk utveckling och kollektiv kunskapsbildning.2010In: NU 2010 Dialog för lärande 13-15 oktober 2010, 2010, p. 167-Conference paper (Refereed)
  • 29.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Lassbo, GöranUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Nehls, EddyUniversity West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Inside the New University: Prerequisites for a Contemporary Knowledge Production2013Collection (editor) (Other academic)
  • 30.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Norgren, Ulla
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    How to shape a teacher?: Five teachers' view on participation in a mandatory course in and about higher education2010In: Educational Journeys and Changing Lives: Adult Student Experiences vol. 2 / [ed] Merril, Barbara & Monteagudo, Jose González, Sevilla: ESREA , 2010, 1, p. 422-430Chapter in book (Other academic)
  • 31.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Norgren, Ulla
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Perneman, Jan-Erik
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Shaping identities of Teachers in Higher Education2008Conference paper (Other academic)
  • 32.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Sandström, Kristina
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    European co-coperative education- can we formulate an mutual understanding2016In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, 2016Conference paper (Other academic)
  • 33.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Sandström, Kristina
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences. University West, Department of Engineering Science, Division of Industrial Engineering and Management, Electrical- and Mechanical Engineering.
    ISO- WACE – ett samtal om hur vi kan utveckla AIL internationellt tillsammans2015Conference paper (Other academic)
  • 34.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Is everyone on board: A study investigating the implementation of a programme with a "new " learning design.2015Conference paper (Other academic)
  • 35.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Thång, Per-Olof
    Göteborgs universitet.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Förord2014In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 4, no 2, p. 1-2Article in journal (Other academic)
  • 36.
    Karlsson, Leif
    et al.
    Högskolan i Kristianstad.
    Svensson, Lars
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Editorial: Work-Integrated Learning in Scandinavia2011In: Learning Communities: International Journal of Learning in Social Contexts, ISSN 1329-1440, Vol. 1, no 2, p. 2-3Article in journal (Refereed)
  • 37.
    Mendel, Maria
    et al.
    University of Gdansk, Poland.
    Dyrdal Solbrekke, Tone
    University of Oslo, Norway.
    Hult, Håkan
    Linköping University.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Karseth, Berit
    University of Oslo, Norway.
    Kopciewicz, Lucyna
    University of Gdansk, Poland.
    Struzunska, Ania
    University of Gdansk, Poland.
    Students' conceptions of education and work2010In: Students as journeymen between cultures of higher education and work: A longitudinal European study of the transition from higher education to work life / [ed] Dahlgren, Lars Owe, Saarbrücken: Lambert Academic Publishing , 2010, p. 60-88Chapter in book (Other academic)
  • 38.
    Sandström, Kristina
    et al.
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    A small scaled study on pro and cons with the educational design of Co-operative Education2016In: Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016: Proceedings,, Leuven, 2016, p. 87-90Conference paper (Refereed)
    Abstract [en]

    For 25 years University West has been the leading university in Sweden when it comes to Work Integrated Learning (WIL) and Co-operative Education (Co-op). This paper describes mainly the sustainable and mutual benefit between the companies and the students. How ever, Co-operative education is a model that does not only benefit the students – it's described as a win-win situation for all partners. This study will provide some explanatory examples from using Co-operative Education as a networking and bridging model between the students, the universities and industry. This model aims to enhance life long learning in the work place. It also provides an opportunity for the university staff to catch up the needs from the industry in their ongoing work – such as new competency development modules, research and development etc. The paper uses an educational design that describes the benefits for participants, as well as it provides an opportunity to scrutinise the possible obstacles that lie within this model. A questionnaire has been distributed to the persons that have the overall responsibility for introducing the student at the company, students that were in their first Co-op placement and students that had finished their second Co-op placement. The results were analysed with a content analysis focusing on text material.

  • 39.
    Sandström, Kristina
    et al.
    University West, Department of Engineering Science, Division of Industrial Engineering and Management, Electrical- and Mechanical Engineering.
    Sjögren, Karin
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Students Sense of belonging and social media2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 8-8Conference paper (Other academic)
    Abstract [en]

    Students who participate in a work-integrated learning (WIL) program - such as Cooperative Education during their university studies are often better prepared for the labour market compared to students who do not receive discipline specific practical experience. But does this better preparedness come with a price? Students who participate in WIL programs compared to non-WIL students often have less access to social support networks and the university community due to their alternating academic and work terms.There is reason to believe that the construct of belonging may have especially important implications among university students. There has been growing attention in recent years to mental illness amongst post-secondary students, particularly during their first few years of university study (Conley, Kirsch, Dickson, & Bryant,2014; Storrie, Ahern, & Tuckett, 2010). Research suggests that a sense of school belonging among university students may help buffer the stress associated with the transition to university (Brunwasser, 2012). Pittman and Richmond (2008), for example, found that students who experienced a positive change in their sense of university belonging throughout their first year tended to experience a drop in levels of anxiety and depression related internalizing behavioural problems. A study by Friedlander, Reid, Shupak, and Cribbie (2007), found that when compared to parental social support, higher levels of perceived social support from friends better predicted a healthy social, emotional, and overall adjustment to university among first-year university students. While evidence points to a relation between peer support and sense of belonging and university students' academic and psychological outcomes, such measures do not account for the impact of Social Media (SM) use. This study aims to understand and describe students perception on the role social media play in sense of belonging and peer support and what the relationship(s) arebetween sense of belonging, peer support, social media and well-being. Is really work integrated learning models a way of supporting the transition between H.E and W.L or are we creating other barriers that's needs to be overcome? This study comprise of a questionnaire and focus groups interviews. 164 individuals completed a 30-45 minutes long questionnaire in English, in the end of the questionnaire the students could choose to say yes to participate in a focus group, and it resulted in five focus groups including 15 students representing all four faculties. Preliminary results indicate that the students emphasize the importance of peer-support during both their academic studies and work periods. The Students seem to find solutions trying to achieve this through SM, it becomes a natural tool and creates a platform for students to connect and support each other virtually. In the presentation we will illustrate more results.

  • 40. Sjögren, Karin
    et al.
    Sandström, Kristina
    University West, Department of Engineering Science, Division of Industrial Engineering and Management, Electrical- and Mechanical Engineering.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    What gender barriers do students face in WIL placements?: A comparative study between WIL and Non- WIL Students in an international empirical study.2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 6-6Conference paper (Other academic)
    Abstract [en]

    In an earlier project (2014-2015) we found that young adults and specifically women was a exposed group when it came to reported psychological vulnerability. This triggered us to design for a new study to learn more about their sense of belonging in and out of study context. We plan to use a mixed methods approach with individual interviews, focus groups, and a broader online survey on students that are enrolled in WIL-programs, the student need to have completed at least a practicum or coop-period prior to participation in the research study. Our next steps will be to start the ethics protocols for both the University of Waterloo and the University of Toronto. Thereafter Scotland and Sweden apply for theirs. The research questions is: What gender challenges do WIL students face that impact their career identity, sense of belonging, work self-efficacy, overall wellbeing, sociability, and transition to full-time employment after graduation? What gender specific barriers impact WIL students' perceptions of being valued in the workplace (on the team, in meetings)? What gender specific barriers impact WIL students' perceptions of how employers perceive their technical competencies? What resources do WIL students perceive are available to them from their universities and employers to help overcome these barriers? In the interactive session we will discuss both the research questions/content and the methodological approaches.

  • 41.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming2019In: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, p. 223-237Chapter in book (Other academic)
    Abstract [en]

    In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

  • 42.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Thång, Per-Olof
    Göteborgs universitet.
    Guest editorial: the inaugural Swedish conference on work-integrated learning2010In: Journal of cooperative education and internship, ISSN 1933-2130, Vol. 44, no 2, p. 8-8Article in journal (Other academic)
    Abstract [en]

    The inaugural Swedish Conference on Work-Integrated learning was held at University West in Trollhättan in December of 2009.  University West has adopted work-integrated learning as their main profile, and have since 2001 been assigned with a national mission to coordinate and lead the development of pedagogical models for work-integrated learning by the Swedish Ministry of Education.  The conference attracted 35 contributions of which three papers were selected for the special issue.  In addition the two keynote speakers, Kristen Betts and Lars-Owe Dahlgren, of the conference were invited to contribute

  • 43.
    Vervoort, Inge
    et al.
    Thomas More Geel, Belgium.
    Dekelver, Jan
    Thomas More Geel, Belgium.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Niemi, Mariella
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Shabalina, O.
    Volgograd State Technical University Volgograd, Russia.
    The development and implementation of an educational model for Community Service Engineering: Work Integrated Learning and international interaction2016In: Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016: Proceedings, Leuven, 2016, p. 79-85Conference paper (Refereed)
    Abstract [en]

    This paper describes the educational model four partner countries have developed in the context of Community Service Engineering (CSE). CSE is a project co-funded by the European Commission within the Lifelong Learning Programme 2013-2016.All participating institutions start from real-life project work with technology students (EQF level 6 or 7). All partners underpin this project work with a taught programme and the mentoring of the students. All students create an online portfolio in which they illustrate both the process and the final result of their project. (International) interaction is stimulated in the project based course work in various stages and for various reasons. International interaction is also facilitated via the taught programme to touch hot topics and compare between country contexts.The paper sums up the four building blocks which form the educational model and are the stepping-stones to move forward the real-life project work and allow for (international) interaction with students and other stakeholders. In the next paragraphs the paper identifies the prerequisites,process and outcomes that made collaboration for Community Service Engineering possible on the level of institutions, teachers/professors and students. Here we also touch the importance of networking with partners in the field in the various countries. The CSE curriculum also offers new opportunities and perspectives for them. In the last two paragraphs the paper pays detailed attention to the role of the teacher/professor and the future plans partners have for the CSE curriculum. Here the concept of ally partners will be explained and a call to join the consortium will be launched.

  • 44.
    Wren, J.
    et al.
    Linkoping University, Department of Mechanical Engineering.
    Renner, J.
    Linkoping University, Department of Mechanical Engineering.
    Gardhagen, R.
    Linkoping University, Department of Mechanical Engineering.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Learning more with demonstration based education2009In: International Journal of Engineering Education, Vol. 25, no 2, p. 374-380Article in journal (Refereed)
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