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  • 1.
    Algers, Anne
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. Swedish University of Agricultural Sciences. Skara, Sweden.
    Lindström, Berner
    University of Gothenburg Gothenburg Sweden.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-based learning through negotiated projects: Exploring learning at the boundary2016In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 6, no 1, p. 2-19Article in journal (Refereed)
    Abstract [en]

    Purpose

    More collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed and used. This paper aims to explore a work-based learning model, based on systemic negotiations between actors from the three parties: The academy, the industry and the students. The purpose is to investigate how teachers, supervisors and students value negotiated work-based learning as a boundary activity and to enhance the understanding of the learning potential at the boundary.

    Design/methodology/approach

    Activity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems.

    Findings

    Diversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritize both systems equally but instead they were gradually socialised into the activity system of the industry.

    Originality/value

    When work-based learning is framed by a negotiated partnership it can manage and customize inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualized as an open learning practice.

  • 2.
    Babaheidari, Said Morad
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    A Systematic Process for Selecting a Typical Case in School Setting2013In: Proceedings IRIS 36: August 11-14 2013 at Gran, Norway / [ed] Bratteteig, Tone, Aanestad, Margunn & Skorve, Espen, Oslo: University of Oslo , 2013, p. 461-472Conference paper (Refereed)
    Abstract [en]

    This paper describes the rationale behind the concrete steps how we systematically have gone through the case selection process as the first phase of a research project named Consequences of the Digitalization of Schools. The project is a single-case longitudinal (5-year long) study and adopts a so called Whole-School Approach. Previous research has criticized case studies for lack of both systematic approach and transparency in the presentation of the case selection process. The purpose of the presentation of this case selection process is to contribute to enhancing understanding of and broadening knowledge on systematic and transparent case selection techniques. The SIRIS database has been used to select a typical Swedish primary school in the chosen municipality where the project will be conducted. The SIRIS database contains annually statistics from all primary schools in Sweden, and is available online for public use. We demonstrate how and why a particular school representing a so called typical school was selected as our case. 

  • 3.
    Babaheidari, Said Morad
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Managing the Digitalization of Schools: an explorative study of school principals’ and IT-managers’ perceptions2014Conference paper (Other academic)
    Abstract [en]

    The deployment of ICT in school setting is in many ways a complex managerial task that involves several stakeholder groups. Firstly, principals and deans have to relate to the local, regional, national, and international policies and governing systems. Furthermore, the voices of teachers, students and their parents have to be considered and negotiated. In this paper, we explore how school principals’ and municipal IT-managers’ perceive the usefulness and the potential role that ICT play in the school context. In a pilot study of a single school district in a Swedish municipality, we have interviewed representatives from the municipal board of education, the municipal IT-support for schools, and two principals. By using the Technology Acceptance Model (TAM3) as an analytical lens to understand the two constructs of “Perceived usefulness” and the possible role of ICT, we conclude that the barriers for successful integration of IT into educational practices requires firstly overcoming the lack of coordinated ICT investment strategy and tracking of ICT. This can be done by having a clearly articulated ICT policy distributed to school staff which we argue will positively influence the perceived usefulness as expressed by principals and their governing body. Secondly, inclusion of ICT in all aspects of teachers’ professional school activities will bring change to school activities and processes.

  • 4.
    Babaheidari, Said Morad
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Managing the Digitalization of Schools: an exploratory study of school principals’ and IT managers’ perceptions about ICT adoption and usefulness2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 106-113Conference paper (Refereed)
    Abstract [en]

    In nowadays increasingly ICT-related investments in an overgrowing competitive school setting, the deployment, maintenance, and particularly the effective use of ICT is in many ways a complex multifaceted managerial task involving several stakeholder groups. In a pilot study of a single school district in a Swedish municipality, we have interviewed representatives from the municipal board of education, the municipal IT-support for schools, and two principals. We have used Technology Acceptance Model (TAM3) as our analytical lens to explore how school principals’ and municipal IT-managers’ perceive ICT adoption, usefulness, and the potential role of ICT. We conclude that the barriers for a successful integration of ICT into school-related activities requires a holistic managerial thinking in order to overcome the lack of coordinated ICT investment strategy and tracking of ICT.

  • 5.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle2018In: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, INTED , 2018, p. 5509-5515Conference paper (Refereed)
    Abstract [en]

    Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (3rd cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

  • 6.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Samverkansmodell för Arbetsintegrerat Lärande i Forskarutbildning: En ökad samhällsrelevans genom interaktiva flöden2020Report (Other academic)
    Abstract [en]

    Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (third-cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

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  • 7.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    An eye for an I: a framework with focus on the integration of work and learning in higher education2018In: INTED 2018: Proceedings, 2018, p. 4923-4927Conference paper (Refereed)
    Abstract [en]

    Higher education plays a new role in the society and the highly specialized labor market, and higher education institutes are expected to interact with and contribute to the surrounding society. University West in Sweden is since 2002 commissioned by the government to develop the pedagogical strategy called work-integrated learning (WIL) and WIL is the “trade mark” for the University. This means that pedagogical methods are based on WIL and that the faculty is working on further refinement and development in order to maximize the pedagogical gain offered by using the synergy between theory and practice.

    Work-integrated-learning activities are often implemented in a course as methods aligned to the learning outcomes regarding knowledge in the specific subject. However, another perspective is that the capacity to reflect and understand the integration of theory and practice could actually be a learning outcome in itself. From this perspective, it is vital to theoretically frame and formulate stringent learnings outcomes. To have a clear framework for this is important for curriculum design, course delivery and assessment, as well.

    In a self-evaluation conducted at the University, including focus groups with, both undergraduate and post graduate students, teachers, researchers and managers, a call for a framework has been expressed.

    In this conceptual paper, we propose a framework to support, design, delivery and assessment of work-integrated-learning progression, i.e. understanding of the integration between theory and practice. This framework is inspired by theories regarding constructive alignment [3], the SOLO taxonomy, agentic learning, SAMR-model and the RAT-model. RAT means Replacement, Amplifying and Replacement [4] while SAMR is the acronym for Substitution, Augmentation, Modification and Redefinition [5]. Our WIL-4U has also been inspired by SOLO taxonomy [6]

    In short, the framework for progression includes a progression from being descriptive regarding the observed practice, skills for comparing and evaluating practices, to be agentic in how theory and practice could be used in synergy for evolving, new theory and development of practice. Thereby, putting on eye on the “i” in WiL.

    Ultimately such a framework could support the progression of “WiL-understanding” through an educational program, and that students after graduation have developed readiness for “life-long-learning” and could be agentic at workplaces in the sense that practice and theory are used in synergy.

  • 8.
    Björquist, Elisabet
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Holm, Susanne
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    KAFU: en utvärderingsstudie av ett arbetsmarknadsprojekt2012Report (Other academic)
    Abstract [sv]

    I rapporten redovisas resultat, analyser och slutsatser av en utvärdering där utgångs-punkten var ett genomfört arbetsmarknadsprojekt i Trollhättans stad, vilket delvis finan-sierades av Europeiska Socialfonden. Utvärderingen har både ett tjänstemanna- och ett deltagarperspektiv.

    När det gäller tjänstemannaperspektivet ska följande frågeställningar besvaras:

    • Hur görs urvalet av deltagare?

    • Hur görs bedömningen av enskilda deltagares motivation?

    • Vilka förväntningar och föreställningar har tjänstemän på projektet?

    • Vad menar tjänstemännen är viktiga faktorer för att lyckas med projektet?När det gäller deltagarperspektivet ska följande frågeställningar bevaras:

    • Hur gick det till för att komma med i projektet?

    • Vilka faktorer påverkar deltagarnas motivation att delta?

    • Vilka tankar och erfarenheter har deltagarna om av att vara med i projektet?

    • Vad anger deltagarna som viktiga faktorer för att lyckas?

    Projektet är uppbyggt kring en modell som består av tre huvuddelar; antagning, folk-högskolestudier och en prövo- och introduktionstid. Målet är att deltagarna efter genom-fört projekt antingen ska ha ett arbete, påbörjat studier eller startat ett företag.Resultatet av utvärderingen bygger på fokusgrupper, intervjuer och dokument. Fokus-grupper har genomförts med tjänstemän. Intervjuer har genomförts med både tjänste-män och deltagare. Utvärderingsgruppen har haft tillgång till ett omfattande skriftligt material som belyser projektets olika delar. Det handlar om ett statistiskt material och tjänstemännens erfarenheter efter projektet.

    För att illustrera antagningen redogörs för olika typfall; ett där antagningen var ”solklar”, ett där antagningen var tveksam och ett där det blev avslag. I samband med detta presenteras olika kännetecken som sedermera resulterade i antagning eller avslag. Det finns också fall som betraktas som självklara, men där personen ändå har svårt att komma i arbete. Ytterligare ett fall beskriver ett lyckat fall trots tveksamheter vid antag-ningen. Därefter redovisas tjänstemännens skriftliga erfarenheter av antagningsprocess-en samt vad som framkommit vid intervjuerna.Som framkom i det samlade materialet framstår urvalsprocessen som komplex och det är heller inte självklart vem eller vilka som borde bli deltagare i projektet. Det framgår å ena sidan att se att en deltagare som uppfyller kriterierna/kraven inte självklart lyckas i projektet, men att tveksamma fall ändå lyckas fullt ut. Det är alltså ingen enkel urvals-process att ta ut de rätta deltagarna. Det förefaller alltså vara så att projektets grundläg-gande krav enbart kan förklara en del av varför vissa lyckas bättre än andra.

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  • 9.
    Cardon, Peter W.
    et al.
    University of South Carolina.
    Marshall, Bryan
    Georgia College, State Univ.
    Choi, Jeongil
    Soongsiil Univ.
    El-Shinnaway, Maha. M.
    American Univ. of Cairo.
    North, Matthew
    Washington Jefferson College.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Wang, Sujie
    Nankai Univ.
    Noris, Daniel T.
    McNeese State University.
    Cui, Lixin
    Beijing Institute of Technology.
    Goreva, Natalya
    Point Park Univ..
    Raungpaka, Voraphan
    Kasetsart University.
    Usluata, Ayseli
    Kasetsart University.
    Whelan, Catherine
    Georgia College & State Univ.
    Cho, Juyun
    Colorado State Univ. - Pueblo.
    Collier, Caroline
    Georgia College & State Univ.
    Nillson, Stefan
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Ravid, Gilad
    University of Haifa.
    Valenzuala, Juan Pablo
    Georgia College & State Univ..
    Online and offline social ties of social network website users: An exploratory study in eleven societies2009In: Journal of Computer Information Systems, ISSN 0887-4417, Vol. 50, no 1, p. 54-64Article in journal (Refereed)
    Abstract [en]

    This study presents results of a survey about social network website (SNW) usage that was administered to university students in China, Egypt, France, Israel, India, Korea, Macao, Sweden, Thailand, Turkey, and the United States. The offline and online social ties of SNW users were examined by nationality, levels of individualism-collectivism (I-C), gender, SNW usage, age, and access location. Contrary to existing literature, we found no differences in the number of offline friends between individualist and collectivist nations. Similarly, there was not a difference in the number of online social ties between individualist and collectivist nations. However, members of collectivist nations had significantly more online social ties never met in person. Heavy SNW users in individualist nations maintained significantly higher numbers of offline social ties; however, heavy SNW users in collectivist nations did not have higher numbers of offline social ties. Related implications and recommendations are provided.

  • 10.
    Carlsson, Sandra
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design. School of Education, Humanities and Social Sciences, Halmstad University,.
    Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-192022In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed)
    Abstract [en]

    Purpose 

    Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified invocational teaching practice?

    Design/methodology/approach 

    The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.

    Findings 

    Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.

    Originality/value 

    Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective onvocational competence, the authors enhance the understanding of the importance of a shared socio-material environment

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  • 11.
    Eklann, Anders
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Kjellén, Bengt
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics. University West, School of Business, Economics and IT, Division of Business Administration.
    Svensson, Lars
    University West, School of Business, 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)
  • 12.
    Ekman, Karin
    et al.
    Department of Applied IT, Chalmers University of Technology.
    Lundin, Johan
    Department of Applied IT, University of Gothenburg Sweden.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Attitudes towards IT and use of LMS in Teacher Education: A Swedish case study2015In: Proceedings of Society for Information Technology & Teacher Education International Conference, Mar 02, 2015 in Las Vegas, NV, United States / [ed] David Slykhuis; Gary Marks, Chesapeake, VA, 2015, p. 900-906Conference paper (Refereed)
    Abstract [en]

    In this paper we explore the relation between attitude and use of a university-wide Learning Management System (LMS) among faculty members engaged in teacher education at a large Swedish University. We compare the findings with a control group of educators from the same university, not involved in teacher education. The results reveal that all teachers fail to provide evidence for a correlation between attitude and use, which contest established assumptions in, for instance, the technology acceptance model (TAM). Still we can detect significant differences between teacher educators and other faculty members: Teacher educators are more positive to the potential for IT in general (p<0.1), and in particular more positive to (i) how IT develop their pedagogy, and (ii) that time spent on communicating with students through IT is time well spent. Furthermore, teacher educators use the LMS significantly more frequently, and with a wider scope of used functionality compared to other faculty.

  • 13.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Gävle, Sverige.
    Hrastinski, Stefan
    Jaldemark, Stefan
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Sverige.
    Lindberg, Ola J.
    Umeå universitet, Umeå, Sverige.
    Lundin, Johan
    Gothenburg University, Applied Information Technology, Gothenburg, Sweden.
    Olofsson, Anders D.
    Umeå universitet, Umeå, Sverige.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Öberg, Lena-Msrie
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap, Sverige.
    On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors2018In: ICERI2018 Proceedings: The International Academy of Technology, Education and Development, Sevilla, 2018, p. 769-774Conference paper (Refereed)
    Abstract [en]

    The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors

  • 14.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Babaheidari, Said Morad
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    A first step towards a model for teachers' adoption of ICT pedagogy in schools.2018In: Heliyon, E-ISSN 2405-8440, Vol. 4, no 9, article id e00786Article in journal (Refereed)
    Abstract [en]

    It is important to identify and understand important factors underpinning the integration of information and communication technology (ICT) in schools. And, it is important that ICT is adopted in a sound pedagogical manner. The aim with this study was to suggest a model for the actual use of ICT in schools and how it may be related to important factors such as technological pedagogical expectations. The design of the model was inspired by TAM2 and UTAUT models, but with some modifications. We have developed a model which highlight the pedagogical aspects beyond the technical ones. Furthermore, our suggested model also include the adoption of digital techniques in everyday life as a potential predictor of adoption of ICT at work. The sample consists of 122 teachers and we analyzed the model with a structural equation model. This study contributes with a suggested model including a new construct for measuring expected performance from a technological pedagogical point of view. This new construct was a significant predictor to actual use of ICT in school. Furthermore we also developed a new construct for adoption of ICT in everyday life, which also was a significant predictor to actual use of ICT in school.

  • 15.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Bernhard, Iréne
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-integrated Learning: Increasing societal impact by decreasing the gap between research and practice2018In: ICERI2018 Proceedings, 2018Conference paper (Refereed)
    Abstract [en]

    In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution

  • 16.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    The Goalkeeper: a tool for monitoring learning outcomes in PhD education2015In: ICERI2015 Proceedings, 2015, p. 6223-6230Conference paper (Refereed)
    Abstract [en]

    The journey from being a new Ph. D.-candidate towards passing the doctorate grade is often a bumpy road with both unexpected and complex challenges that has to be turned in to learning experiences that adds to progression. In this paper we describe the development and use of a tool (the Goalkeeper) designed to support, structure and visualize this journey. It is a tool for supervisors, doctorate students as well as people responsible for quality assurance of a doctorate education. Based on our experiences of having utilised the tool we argue that it is important that the implementation of such a tool is firmly grounded in a quality culture where support of progression and formative assessment dominate over summative assessment and control.

  • 17.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Www means win win win in education: some experiences from online courses in applied statistics2010In: OZCOTS 2010 Proceedings of the 7th Australian Conferenceon Teaching Statistics / [ed] Helen MacGillivray & Brian Phillips, Statistical society of Australia , 2010, p. 51-56Conference paper (Refereed)
    Abstract [en]

    This paper reports on the experiences from online courses in applied statistics. The courses were designed with the ambition of making studies in statistics, fun, interesting, useful, not that difficult and directly supported the possibility to combine studies and work. When designing the courses we considered three dimensions: "pedagogies","community" and "structure". Experiences after giving a first-year course three times show that the online course succeeds in attracting new studen ts since 90% of the participants would not be able to follow an on-campus course and 62% worked full time.

    The pedagogies were highly appreciated because focusing on the interpretation of results and using computer analyses really changed the prejudices about statistics. Structure and prompt feedback was experienced as important factors. It was possible to combine online studies with employment, and the student completion rate was (84%, 55% and 61%), with a potential for further improvements.

  • 18.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Navigating in a new pedagogical landscape with an introductory course in applied statistics.2014In: Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012 / [ed] MacGillivray, H., Martin, M., and Phillips, B, New York: Springer , 2014, p. 119-148Chapter in book (Refereed)
    Abstract [en]

    During the last few decades, a great deal of effort has been put into improving statistical education, focusing on how students learn statistics and how we as teachers can find effective ways to help them. At the same time the use of computers, the Internet, and learning management systems has grown rapidly, and offers new educational possibilities. In this chapter, we will discuss how these changes in the pedagogical landscape have affected our introductory course in applied statistics. The course and teaching context are presented in relation to guidelines for assessment and instruction in statistics and to seven principles for effective teaching. Teaching strategies, course content, and examples of course material are included. Furthermore, results from evaluations are discussed, especially focusing on diversity in student characteristics. These results indicate a variation in learning styles both between and within groups. Finally, we present some of our ideas for future development including strategies for individualization and the use of educational mining.

  • 19.
    Gråsjö, Urban
    et al.
    University West, Department of Informatics and Mathematics.
    Jansson, Elisabeth
    University West, Department of Informatics and Mathematics.
    Lindh, Kristina
    University West, School of Business, Economics and IT, Division of Business Administration.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Pareto, Lena
    University West, Department of Informatics and Mathematics.
    Svensson, Lars
    University West, Department of Informatics and Mathematics.
    Experience Design: Understanding the Role of Technology for Virtual Experiences2005In: WSEAS Transactions on Information Science and Applications, 2005Conference paper (Refereed)
    Abstract [en]

    Abstract: New technologies have always teased the imagination of avant-garde artists on how to challenge existing cultural paradigms. For instance, experience design for the creative industries of today provides exciting challenges with a potential to innovate practices and creating new ways of interaction between the artist and her audience. In an ongoing research project we aim at framing the design space for virtual experiences. The paper presents and discusses the role of technology in such context and use three ongoing case studies where ICT has been used to augment and support consumers of cultural experiences. The analysis shows how technology-driven interventions are less oriented towards radical change compared to interventions that are rooted in their nondigital origins. 1.

  • 20.
    Gråsjö, Urban
    et al.
    University West, School of Business, Economics and IT, Division of Law, Politics and Economics. University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Jansson, Elisabeth
    University West, School of Business, Economics and IT, Division of Business Administration.
    Lindh, Kristina
    University West, School of Business, Economics and IT, Division of Business Administration.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Experience Design: Understanding the Role of Technology for Virtual Experiences2006In: Proceedings of 29th Information System Research Seminar in Scandinavia, IRIS 29: Paradigms, Politics, Paradoxes, 2006Conference paper (Refereed)
    Abstract [en]

    New technologies have always teased the imagination of avant-garde artists on how to challenge existing cultural paradigms. For instance, experience design for the creative industries of today provides exciting challenges with a potential to innovate practices and creating new ways of interaction between the artist and her audience. In an ongoing research project we aim at framing the design space for virtual experiences. The paper presents and discusses the role of technology in such context and use three ongoing case studies where ICT has been used to augment and support consumers of cultural experiences. The analysis shows how technology-driven interventions are less oriented towards radical change compared to interventions that are rooted in their nondigital origins.

  • 21.
    Gråsjö, Urban
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Jansson, Elisabeth
    University West, School of Business, Economics and IT, Division of Business Administration.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Virtual Experiences: Towards an understanding of the role of ICT in the innovation systems of creative industries2005In: Uddevalla Symposium 2005: Innovations and Entrepreneurship in Functional Regions, Uddevalla: Högskolan Trollhättan Uddevalla , 2005, p. 501-512Conference paper (Other academic)
  • 22.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Bernhardsson, Patrik
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    An information systems design theory for adaptabe E-learning2016In: Proceedings of the Annual Hawaii International Conference on System Sciences, ISSN 1530-1605, Vol. 2016-March, p. 4414-4423Article in journal (Refereed)
    Abstract [en]

    An Information Systems Design Theory is a prescriptive theory that offers theory-based principles, which can guide practitioners and scholars in the design of effective information systems and set an agenda for on-going research. This paper introduces and describes an ISDT for adaptable E-Learning. We formulate our ISDT based on two cycles of Action Design Research. The cycles were conducted in an authentic organizational setting with end-users, responsible for organizing, producing and distributing civic orientation. Based on our findings, we propose that our ISDT, together with its components, can be used to design, implement and support an information system that incorporates E-Learning, which is not explicitly constrained to the formal context of higher education. © 2016 IEEE.

  • 23.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Designing a Web-Based Education Platform for Swedish Civic Orientation2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, p. 1-13Conference paper (Refereed)
    Abstract [en]

    Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The municipality of Gothenburg and the county administrative board in Västra Götaland are appointed by the Swedish government to educate newcomers in civic orientation. This paper describes some problems in providing distance education for Swedish civic orientation in forms of advanced learning modules (ALM). Requirements for implications for design were gathered through several conducted workshops together with relevant stakeholders through a participatory design approach. We concluded that our design for implications can be processed for future research and used together with a system solution.

    Download full text (pdf)
    Designing a Web-Based Platform for Swedish Civic Orientation
  • 24.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Conceptualizing the Essence of Presence in Distance Education through Digital Dasein2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 746-754Conference paper (Refereed)
    Abstract [en]

    In order to achieve learning, presence is necessary. If we have good presence, no tests are necessary. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be “digitalized”. In order to investigate this, we have turned to Heidegger (1927) and the concept of Dasein. The need for an artifact mediating Dasein has been identified. The concept of Dasein is not easy, not even in philosophical terms. It means being somewhere else, and not on the place you are present. We have extended the The Community of Inquiry Model originating from Garrisson & Andersson (2003) by introducing the concept of digital Dasein.

  • 25.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Rossi, Matti
    Aalto University, Helsinki (FIN).
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Action design research as a means for organizing workplace learning: case studies of e-learning platforms2021In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 33, no 6, p. 405-425Article in journal (Refereed)
    Abstract [en]

    Purpose

    Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.

    Design/methodology/approach

    This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.

    Findings

    The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.

    Originality/value

    The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

  • 26.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Rossi, Matti
    Information Systems,Aalto University, Helsinki, Finland.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning as an Outcome of Using Action Design Research in Practice2019In: Extending the Boundaries of Design Science Theory and Practice / [ed] Tulu B., Djamasbi S., Leroy G., Springer, 2019, Vol. 11491, p. 92-107Conference paper (Refereed)
    Abstract [en]

    This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.

  • 27.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Designing for Heterogeneous Groups of End-Users Towards a Nascent Design Theory2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 765-776Conference paper (Refereed)
    Abstract [en]

    Poverty, war, conflicts, and other forces of global turmoil are constantly challenging how developed nations design their processes for immigration in general, and civic orientation in particular. This paper focuses on an exploratory study of the challenges coupled with the digitalization of civic orientation in a region of West Sweden – and concludes with a set of five tentative design guidelines for how to design for heterogeneous groups of end-users.

  • 28.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Meta-requirements for Immersive Collaborative Spaces in Industrial Workplace Learning: Towards a Design Theory2020In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 12388 LNCS, p. 339-346Article in journal (Refereed)
    Abstract [en]

    As the digital transformation of society accelerates, sophisticated Information Technologies (IT) emerge and are introduced into organizations and institutions of society. An example of such technologies is the Virtual Reality (VR) technology that has re-emerged and become a frequently used solution for supporting collaboration and workplace learning in immersive spaces. The deep sense of immersion in VR enables users to learn and develop working skills in an authentic virtual space, which facilitates an increased feeling of user presence and mapping with real world working scenarios. However, due to the emerging nature of using VR for collaboration and workplace learning, there are wide possibilities for Information Systems (IS) scholars to explore the prescriptive knowledge space of how to design and theorize VR technologies through Design Science Research (DSR). In this research in progress paper, we scrutinize the question of how to design immersive collaborative spaces for industrial workplace learning, and subsequently perform a preliminary round of literature review to address the question. Consequently, the findings of the review are reported as three meta-requirements, which we target as the contribution and input for further development of an information systems design theory. © 2020, Springer Nature Switzerland AG.

  • 29.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Eriksson, Kristina
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Malmsköld, Lennart
    University West, Department of Engineering Science, Division of Automation Systems.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-learning Readiness and Absorptive Capacity in the Manufacturing Industry2014In: International Journal of Advanced Corporate Learning, E-ISSN 1867-5565, Vol. 7, no 3, p. 33-40Article in journal (Refereed)
    Abstract [en]

    The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs.

  • 30.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Eriksson, Kristina
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Malmsköld, Lennart
    University West, Department of Engineering Science, Division of Automation Systems. Chalmers University of Technology, Department of Product and Production Development,.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning and Co-creation of Knowledge: Design of collaborative technology enhanced learning activities2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37) / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, p. 1-15Conference paper (Refereed)
    Abstract [en]

    In this paper we aim to understand management’s perceptions of knowledge and competence development to inform the design of technology enhanced learning activities integrated in the workplace. Work-integrated learning can be viewed with the university lens on studies of formal education integrated in the workplace setting, but here we rather emphasize the conditions of the workplace as implications for design of successful e-learning initiatives. We conducted interviews with 15 manufacturing industries in Sweden and used qualitative content analysis approach to interpret the text data. Results show that companies describe a rich variation of work-integrated learning activities, but the step towards external collaboration with academia for co-production of knowledge is marginal. Also, broad-minded work for innovations is limited. This imply the need for well-planned design of richer collaborative acitivites between academia and organizations through use of media technology to encourage competence development.

    Download full text (pdf)
    fulltext
  • 31.
    Hedman, Karl
    et al.
    Högskolan i Jönköping, Hälsohögskolan, Avd. för socialt arbete. Högskolan i Jönköping.
    Henning, Cecilia
    Högskolan i Jönköping, Hälsohögskolan, Avd. för socialt arbete Högskolan i Jönköping.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Empowering older people in different contexts through social ties2019In: Creating empowerment in communities: Theory and practice from an international perspective / [ed] [ed] T. Anme, New York: Nova Science Publishers, Inc., 2019, p. 95-111Chapter in book (Other academic)
    Abstract [en]

    A better understanding of insecure living circumstances and the relational world of older people has the potential to contribute to the development of care planning and delivery. This chapter examines conditions of precarity and empowering social ties of older people in community sites. The study used ethnographic methods to understand the lived experiences of 20 older people that was predominantly female and African American in Baton Rouge in the U.S. State of Louisiana. The ethnographic fieldwork for this investigation was conducted from 2013 to 2018 through participant-observations and open-ended interviews in three community sites in Baton Rouge. The field data was analyzed using social network and empowerment frameworks. The social ties of older people in Louisiana were compared with a previous study on social ties of older people in two Swedish senior centers. The analysis focuses self-, peer- and community empowerment levels and how they protect against precarity of older people. The findings from studying different community sites of older people in Louisiana demonstrate that the key social support ties that provided a buffer against precarity of older people were close friendships made in community sites and spiritual faith ties to God. Conditions of precarity and sources of stress of older people in Louisiana were constant threats of discontinuity of home-based health care services, prescription and medication access, not affording health care and other social problems of poverty, cognitive impairment and declining health. In Louisiana, self- and peer empowerment of older people were strong, but community empowerment through home-based health care services were not enough to prevent and reduce precarity of older people. Toward the background that Sweden can be considered to have a comprehensive social welfare system it is easier to see examples of empowerment of older people on all three levels. Self- and community empowerment were the strongest when studying examples of community sites for older people. In the Swedish study, the social network of older people was dominated by thin ties between senior peers. Community sites are needed as completent to ageing at home. In Louisiana, strong (thick) ties of older people were dominant. For the older people in Louisiana to receive consistent home-based health care services was not a given but required an ongoing active and joint effort by older people, family caregivers and friends. Policy implications of this study are that ongoing care support by family caregivers, friends and home-based health care services and medication access without gaps are needed to reduce and protect against precarity of older people. Self-empowerment should be supported by not only peer but also community empowerment.

  • 32.
    Högberg, Karin
    et al.
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society. Linkoping University, Linköping (SWE).
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wihlborg, Elin
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    The analogue disruption of digitalization: the Local bases of the hospitality industry in a Global economy2023In: Proceedings of the Annual Hawaii International Conference on System Sciences: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023 through 6 January 2023 / [ed] Tung X. Bui, IEEE Computer Society, 2023, Vol. 2023, p. 3984-3993Conference paper (Refereed)
    Abstract [en]

    There are vital challenges for organization undergoing digital transformation, especially those that rely more and more on the ever-evolving platform economy. The hotel industry faces key problems as they need to have the power to control and augment the value chain supported by an ongoing access to accurate data (such as online customer behavior). We discuss on a conceptual level how such disruptive economic changes appear in the analogue and physical practice, at place in hotel organisations. We explore the practice of analogue disruption as it emerges as struggles and discontinuities that may not bring the expected flow of value to the business. This paper aims to examine how analogue disruptions takes place due to the ongoing digitalization in the hotel sector through the platform economy. We here apply a qualitative analysis with interpretative methodologies, that will open for further knowledge and insights on the analogue disruption of digital transformation. © 2023 IEEE Computer Society. All rights reserved.

  • 33.
    Jobe, William
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    MOOCs for Professional Teacher Development2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 1580-1586Conference paper (Refereed)
    Abstract [en]

    A MOOC is a trending concept in education that is disrupting traditional methods oflearning consumption. The emergence and use of MOOCs for professional teacher development isstill uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typicallyfocuses on impacts for higher education and lifelong learning. However, the specific intersection ofMOOCs and professional teacher development is poorly researched. This concept papercontemplates the benefits and drawbacks of using MOOCs for professional teacher developmentand calls for more practical studies and explorative research. This paper also speculates on the basicMOOC design criteria and principles needed to maximize engagement and course completion,which are currently common issues with general MOOCs. The conclusion is that MOOCs can be acost- and resource-effective means to deliver quality education in order to further professionalteacher development. However, possible risks are employers' reluctance to accept MOOCaccreditation as equivalent professional development and the lack of relevant MOOC courses forprofessional development.

  • 34.
    Johansson, Ann
    et al.
    University West.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Stahl-Falck, Pia
    Svensson, Lars
    University West, Department of Informatics and Mathematics.
    Attitudes to ICT in a Healthcare Organisation2001In: IRIS 24: proceedings of the 24th Information Systems Research Seminar in Scandinavia / [ed] Solveig Bjørnestad ... (eds.)., Bergen: Department of Information Science, Univ. of Bergen , 2001Conference paper (Refereed)
  • 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.
    Johansson, Lars-Olof
    et al.
    Högskolan i Halmstad.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    A Boundary Practice Perspective on Co-creation of ICT Innovations2016In: Nordic Contributions in IS Research: 7th Scandinavian Conference on Information Systems, SCIS 2016 and IFIP8.6 2016, Ljungskile, Sweden, August 7-10, 2016, Proceedings / [ed] Ulrika Lundh Snis, Springer Publishing Company, 2016, Vol. 259, p. 100-115Conference paper (Refereed)
    Abstract [en]

    Research has shown that collaboration and co-creation among different groups of stakeholders add complexity and challenges to the innovation process. In this paper a study of co-creation in a multi-stakeholder innovation process is presented. The co-creation is explored and described from a boundary practice perspective. The empirical data presented in the study is based on a user-centric innovation project, Free2Ride, where researchers, developers and members of two equestrian clubs co-created a piece of ICT safety equipment consisting of a transmitter (on the horse) and a receiver (application on a smartphone) to be used by equestrian club members during their everyday riding activities. Three episodes were extracted from the empirical data and presented in the paper. From these episodes the researchers have identified four characteristics of the spanning of boundaries in co-creation from a boundary practice perspective. One of the contributions in the papers is a description of boundary practice-spanning. The research approach adopted in the study is the action case approach.

  • 37.
    Johansson, Lars-Olof
    et al.
    Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), Halmstad Embedded and Intelligent Systems Research (EIS), Människa och Informationsteknologi (MI-lab)..
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Boundary dialogues in co-creation of ICT-innovations2012In: IRIS 35, Proceedings of the 35th Information Systems Research Seminar in Scandinavia: Designing the Interactive Society, 2012, 2012Conference paper (Refereed)
    Abstract [en]

    This paper is based on a user-centric innovation project, Free2Ride, which is seen as an example of community interaction that overcomes boundaries. The Free2Ride projects goal was to develop a piece of ICT safety equipment consisting of a sender (on the horse) and a receiver (application in a smartphone) to be used by equestrian club members during their everyday riding activities. We will answer the research question of what the characteristics of a boundary dialogue in user-centric innovation activities are. The aim of the paper is to propose a model describing the characteristics of boundary dialogue in user-centric innovation that involve different communities of practices such as ICT developers, users and researchers. An important element of that model is the mental wandering, inwards and outwards, by core members in a community. We discuss the temporal as well as the symbolic nature of the mental wandering during the boundary dialogue in user-centric innovation activities. We applied a combination of research approaches consisting of action research and engaged scholarship approach. The theoretical framework for analyzing our findings is communities of practices with a specific interest in boundary spanning and learning dialogues.

  • 38.
    Johansson, Lars-Olof
    et al.
    Halmstad University, Halmstad.
    Lundh Snis, Ulrika
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Dynamics in an innovation boundary context: exploring a living labprocess from a community of practice perspective2011In: Proceedings of IRIS 2011: TUCS Lecture NotesNo 15, October 2011 / [ed] Leino, Timo, Turku: Turku Centre for Computer Science , 2011, p. 1-Conference paper (Refereed)
    Abstract [en]

    This paper is based on studies of a living lab process, which is an open, user-centric, innovation approach, where several actors from industry, user groups and academia are involved. We aim to describe and analyze the dynamics in an innovation boundary context based on a living lab process. An action-oriented research approach was applied and the empirical results are from The Find Project (TFP), with the aim of customizing an ICT product based on the needs of a user group. The findings are analyzed from a community of practice perspective where the three different communities i) researchers from Halmstad Living Lab (HLL), ii) ICT developers (ICTD), and iii) next of kin's to demented elderly persons (NOKD) represented the units of analysis. The analysis identified several boundary situations that played a vital role for the innovation process. The contribution of our research to innovation theory is a process model describing the dynamics in an innovation boundary context with regard to boundary objects-in-use as well as to brokering. The research highlights two different levels of brokering: i) product/service brokering; and ii) process brokering.

  • 39.
    Johansson, Lars-Olof
    et al.
    Halmstad University, Halmstad.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Exploring brokering situations in an innovation boundary context2011In: Selected Papers of the Information Systems Research Seminar in Scandinavia:: “IRIS 34 - ICT of Culture – Culture of ICT” / [ed] Judith Molka-Danielsen & Kai Kimppa,, 2011Conference paper (Refereed)
    Abstract [en]

    This paper is based on studies of a living lab process, which is an open, user-centric, innovation approach, where several actors from industry, user groups and academia are involved. We aim to describe and analyze the dynamics in an innovation boundary context based on a living lab process. An action-oriented research approach was applied and the empirical results are from The Find Project (TFP), with the aim of customizing an ICT product based on the needs of a user group. The findings are analyzed from a community of practice perspective where the three different communities i) researchers from Halmstad Living Lab (HLL), ii) ICT developers (ICTD), and iii) next of kin's to demented elderly persons (NOKD) represented the units of analysis. The analysis identified several boundary situations that played a vital role for the innovation process. The contribution of our research to innovation theory is a process model describing the dynamics in an innovation boundary context with regard to boundary objects-in-use as well as to brokering. The research highlights two different levels of brokering: i) product/service brokering; and ii) process brokering.

  • 40.
    Karlsson, IC MariAnne
    et al.
    Chalmers University of Technology, Division Design and Human Factors, Department of Product and Production Development, SE-412 96 Gothenburg, Sweden.
    Engelbrektsson, Pontus
    Chalmers University of Technology, Division Design and Human Factors, Department of Product and Production Development, SE-412 96 Gothenburg, Sweden.
    Larsson, Lena E.
    Region Vaestra Gotaland, Regionens hus, SE-462 80 Vaenersborg, Sweden.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Berndtsson, Bo
    University West, School of Business, Economics and IT.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Use-centred design of medical and healthcare technology: a pilot study of field tests as a development tool2011In: International Journal of Biomedical Engineering and Technology, ISSN 1752-6418, Vol. 5, no 1, p. 11-28Article in journal (Refereed)
    Abstract [en]

    The purpose of the project has been to develop a process through which users, staff as well as patients, can be involved in field evaluations of medical and healthcare technology. Interviews with different stakeholders and the experiences from four case studies have led to the following conclusions. Users have the potential to act as active evaluators rather than passive subjects or participants only. However, user involvement in field evaluations must be supported by a formation of facilitators or 'door openers' to the healthcare organisation, moderators enhancing the dialogue between developers and users, and mentors for the users acting as evaluators

  • 41.
    Karlsson, Marianne
    et al.
    Chalmers.
    Engelbrektsson, Pontus
    Chalmers.
    Larsson, Lena E.
    Chalmers.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, Department of Economics and IT, Divison of Informatics.
    Berndtsson, Bo
    University West, Department of Economics and IT.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Use-centred design ofmedical and health care technology: A pilot study of fieldtests as a development tool2011In: International Journal of Biomedical Engineering and Technology, ISSN 1752-6418, Vol. 5, no 1, p. 11-28Article in journal (Refereed)
    Abstract [en]

    The purpose of the project has been to develop a process through which users, staff as well as patients, can be involved in field evaluations of medical and healthcare technology. Interviews with different stakeholders and the experiences from four case studies have led to the following conclusions. Users have the potential to act as active evaluators rather than passive subjects or participants only. However, user involvement in field evaluations must be supported by a formation of facilitators or 'door openers' to the healthcare organisation, moderators enhancing the dialogue between developers and users, and mentors for the users acting as evaluators.

  • 42.
    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, 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)
  • 43.
    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.

  • 44.
    Lindroth, Tomas
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundin, Johan
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Laptops in classroom interaction: Deconstructing the networked situation2015In: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 25, no 2, p. 226-240Article in journal (Refereed)
    Abstract [en]

    The screen, as part of networked technologies such as phones, tablets and laptops is at present a debated subject as it affects how people behave in meetings, lectures and other social gatherings. As these networked technologies attract attention and mediates interaction during physical social gatherings, they also change how we perceive and define what a situation is. In this article we focus on the different types of screen related interactions identified in a higher education classroom. Since these networked technologies are commonplace at university campuses it is important to describe their effects on everyday situations such as lectures. While a range of studies have raised questions regarding the negative effects of multitasking, screen peeking and other laptop related side effects this article emphasise the situational impact of student-laptop interaction. The contribution emphasises on the computer mediated interaction with both other students, external others as well as a range of digital resources. The research thus aims at providing educators and researchers with a model to advance their understanding of the laptoped and networked situation.

  • 45.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics.
    Lindroth, Tomas
    University West, Department of Informatics and Mathematics.
    Nilsson, Stefan
    Stahl-Falck, Pia
    Östlund, Christian
    University West, Department of Informatics and Mathematics.
    Svensson, Lars
    University West, Department of Informatics and Mathematics.
    Sorensen, Carsten
    Grundén, Kerstin
    Exploring Tools and Methods for Work-Integrated Learning2002In: Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education / [ed] Margaret Driscoll; Thomas C. Reeves, Association for the Advancement of Computing in Education (AACE) , 2002, p. 2234-2237Conference paper (Refereed)
    Abstract [en]

    Most organizations have high hopes regarding the potential for eLearning to address the increasing demands for constant learning that characterizes life in a knowledge society. However, most existing designs are strongly influenced by traditional classroom-based education, and are consequently poorly adapted to the situated conditions of real work practices. This paper tries to frame a research domain labeled work-integrated learning, where focus is set on developing innovative tools and methods for technology-mediated learning, rooted in understanding of the specific conditions for various organizational settings. The paper proposes a four-level stage model as a framework for both analysis of organizations and design of new tools and methods for eLearning.

  • 46.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    Gothenburg University.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Studying Competence Management Systems in the Making: A Sociomaterial Approach2014Conference paper (Refereed)
  • 47.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Competence Management Systems in Networking Organisations: Designing for Empowerment?2007In: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30 / [ed] Tarja Tiainen, Hannakaisa Isomäki,Mikko Korpela, Anja Mursu, Pirkko Nykänen,Minna- Kristiina Paakki & Samuli Pekkola, University of Tampere , 2007, p. 1236-1248Conference paper (Refereed)
    Abstract [en]

    Current trends among business companies imply that sources of human competencies are spread across intra-organisational and inter-organisational units into networks of organisations of different kinds. This paper explores the challenges for design of competence management systems (CMS) raised by inter-organisational collaboration in a network of private companies. We take the point of departure from the co-workers’ abilitly to explore and manage their competence. The research question to be answered is: How can a network perspective on competence management systems empower co-workers? The paper presents findings from an on-going research project aiming at identifying design implications of a network competence management system (nCMS), where the role of the individual is valued crucial for its success. We argue that there is a need to take a critical stand towards common assumptions of CMS as a tool for intra organisational strategic work - instead a nCMS should empower the individual member of the network organization.

  • 48.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics.
    Svensson, Lars
    Knowledge Intranet – A Socio-Cultural Perspective on Knowledge Sharing and ICT Use2004In: Proceedings of IASTED Conference on Knowledge Management and Information Systems, Virgin Islands, November 2004, US., 2004Conference paper (Other academic)
  • 49.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics. University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    Learning on the move: Supporting Work-Integrated Learning Communities2001In: Proceedings of of third Nordic Workshop on Computer Supported Collaborative Learning and Mobile Learning, CSCLML, 2001Conference paper (Other academic)
  • 50.
    Lundh Snis, Ulrika
    et al.
    University West.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Learning together and Teaching alone - a case study of an educational consultancy firm2001In: Conference on Managing Knowledge: conversations and critiques, 10-11 April, 2001, Leiceister Management Centre, UK., 2001Conference paper (Other academic)
123 1 - 50 of 109
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