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  • 1.
    Eklann, Anders
    et al.
    University West, Department of Economics and IT, Division of Business Administration.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Lärande med hjälp av praktikfall2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 125-138Chapter in book (Other academic)
  • 2.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Business Administration.
    Cases as boundary objects: transfer and authenticity in work-integrated learning2010In: Journal of Cooperative Education & Internships, ISSN 1933-2130, Vol. 44, no 2, p. 26-31Article in journal (Refereed)
    Abstract [en]

    Work integrated learning (WIL) is mostly discussed as an educa¬tional approach that requires students to leave school and enter work practice. There are, however, other conceptions of WIL that also include transfer of experiences from the workplace to the classroom. It can be argued, therefore, that WIL, seen as a pedagogical philosophy and not only as a way of organizing education, must also affect and influence instructional design in the classroom. One common way of implementing WIL in higher education is through case studies and case teaching. The author believes that in order to advance the case method in general, and as a vehicle for WIL-related instruction in particular, it is necessary to look at the case method in relation to different perspectives on learning and knowledge. He also believes that it is necessary to relate it to research that focuses on the transition of knowledge from education to working life. Furthermore, he would like to initiate a theoretical discussion of the implications for case design that are raised by WIL as a pedagogical philosophy. Such a discussion involves the relation between theory and practice where the notions of context, authenticity and transferability of experiences are especially relevant. This paper is intended as an initial effort to outline what such an approach might entail and how the praxis of both the case method and of WIL could benefit from a firmer grounding in the pedagogical perspectives and research of today. 

  • 3.
    Kjellén, Bengt
    University West, Department of Economics and IT.
    Learning and the “Net Generation”2013In: Inside the New University: Prerequisites for a Contemporary Knowledge Production / [ed] Johansson, Kristina, Lassbo, Göran & Nehls, Eddy, Oak Park: Bentham eBooks, 2013, p. 14-27Chapter in book (Refereed)
    Abstract [en]

    The idea of a “Net Generation” has been around for some time and diverse claims have been made as to how its members differ from earlier generations. Specifically, these claims points towards a necessity for higher education to change and adapt when they enter our universities. In the first part of this article, some of these claims are discussed and questioned. In the second part, the results of an inquiry into the learning experience of two members of this generation are presented. These results and the preceding discussion of their generation lead to the conclusion that the changes that may be required in our institutions of higher education should not be based on the assumption that the students of today are so very different in their approach to learning. The question of how to make better use of their skills and of available tools, however, merits further study.

  • 4.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Business Administration.
    The case method as seen from different pedagogical perspectives2007In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. XIX, no 1, p. 10-16Article in journal (Other academic)
    Abstract [en]

    When arguing for the validity of the case method, its proponents have to a large extent relied on general beliefs in "activity pedagogy" or the benefits of creating reasonably realistic replicas of actual situations. The evidence for this has often been either based on relatively limited examples or was more or less anecdotal. Attempts to put the method in a pedagogical and theoretical perspective have been relatively rare. This is not surprising in itself, since pedagogy as praxis of teaching and pedagogy as academic discipline often have had rather little in common. In Sweden, education research and teacher training have traditionally been performed at different institutions. The author believes that it is necessary to put the claims of the case method in relation to different views on learning and knowledge, in order to gain more academic acceptance for the method and its practitioners. This paper is intended as an initial effort to outline what such an approach might entail and how the praxis and status of the case method and its practitioners could benefit from a firmer grounding in the pedagogical perspectives of today.

  • 5.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Business Administration.
    The "distant future" of case teaching2007In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. XIX, no 3, p. 221-228Article in journal (Refereed)
    Abstract [en]

    Increasingly, academic and further education are offered via the Web. It may be said that the increase in the number of courses and programs available through this channel has not been matched by an increase in the quality of teaching and in examples of excellent use of technology itself. Efforts to develop and sustain teachers and teaching methods, as well as systems of delivery, therefore, seem to be necessary, if not already overdue. This paper outlines some recent trends in Swedish distance education, among them learning centres and the Swedish Net University, and tries in that context to identify the place and form of case teaching in a probable and probably not so distant future.

  • 6.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Business Administration.
    Transitions and Transfers between Academia and Working Life2013In: Inside the New University: Prerequisites for a Contemporary Knowledge Production / [ed] Johansson, Kristina, Lassbo, Göran, Nehls, Eddy, Oak Park: Bentham eBooks, 2013, 1, p. 226-237Chapter in book (Refereed)
    Abstract [en]

    Increasingly, the transitions between institutions of higher education and working life are attracting interest and becoming more important due to changes both in students’ academic “trajectories” and in the organisation and nature of working life, tasks and careers. The first part of this article discusses some experiences from a project, aiming to facilitate these transitions for students in co-called co-op education, i.e. study programmes that intersperse academic studies with internships. The project consisted of students writing cases, based on their experiences of these internships, as a way of integrating learning in the workplace with learning in the classroom. The second part of the article relates the cases and the writing of them to the concept of boundary objects in order to draw some conclusions about the nature and design of such objects. The conclusion is that such cases seem well suited as a basis for an intelligible translation between academia and working life.

  • 7.
    Kjellén, Bengt
    et al.
    University West, Department of Economics and IT, Division of Business Administration.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Reflection on and sharing of work-life experiences in higher education2010In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. XXII, no 2, p. 95-102Article in journal (Refereed)
  • 8.
    Kjellén, Bengt
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning in the Classroom2014In: Proceedings WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden, 2014Conference paper (Other academic)
    Abstract [en]

    Work-Integrated learning (WIL) is a globallygrowing philosophy for higher educational practice.The bottom-line of this pedagogical philosophy is the belief in the potential added value of integrating theoretical academic studies with applications of said theories in various professional fields(education, nursing, engineering, etc.)In order to capitalise on the proposed WIL-values, institutions of higher education design different WIL-models where students enter into their future areas of profession through for instance sandwich-education, cooperative education, practicums, preceptorships, internships and other educational designs in the spirit of WIL.In order to achieve the desired integration, however, it is often necessary to overcome certain obstacles in the academic environment, such as lack of resources and ingrained habits and teaching traditions.This paper reports on a study of how classroom practices reflect and areaffected by WIL as the University profile,that was undertaken in order to address some ofthese problems. The results show the contours of a design framework of how WIL as a pedagogical philosophy could be realised in the classroom and the paper proposes a taxonomy of WIL-related activities that could aid in this realisation. It also presents the results of applying that taxonomy on existing University courses and programmes. Finally, it discusses some aspects regarding the use of the taxonomy for instructional design and what they point to as areas of further research.

  • 9.
    Kjellén, Bengt
    et al.
    University West, Department of Economics and IT.
    Tegnborg, Annelie
    University West, Department of Studies of Work, Economics and Health.
    Vad lärare anser vara AIL2004In: Arbetsintegrerat lärande / [ed] Theliander, Jan, Lund: Studentlitteratur , 2004, 1, p. 143-152Chapter in book (Other academic)
1 - 9 of 9
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