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  • 201.
    Fog, Elsebeth
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Bolin, Anette
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    How to gain Social Pedagogic Competencies from Work Integrated Learning2009In: Journal européen d'éducation sociale : revue semestrielle de la FESET = European journal of social education : a bi-annual periodical of FESET, ISSN 1810-4789, no 16/17Article in journal (Refereed)
  • 202.
    Fogelström, Ida
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Stenström, Emelie
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    HR -utövares utmaningar i Covid -19 krisen: Subjektiva upplevelser av utmaningar i krisen2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Covid-19 crisis has affected the world in many different ways, including organizations and HR practitioners. The purpose of the study was to gain a deeper understanding of the challenges that HR practitioners experienced in relation to the Covid-19 crisis and their experience of how previous experiences and crisis preparedness may have affected the challenges. The Covid-19 crisis created a unique opportunity to examine HR in relation to crisis situations. The study was conducted with nine HR practitioners in the same region, who worked entirely or partly with strategic HR issues. To gather empirical data, a qualitative method was used in which semi-structured interviews were conducted, the interviews were analyzed through a thematic analysis in which four overall themes and related subthemes were designed. The results showed challenges regarding adapting and having a crisis attitude, communicate and disseminating information, ensuring and providing a good working environment, maintaining efficiency, managing uncertainty and concerns, and ensuring that the organization was staffed despite increasing sick leave rates. The results also showed that experiences and the organization's crisis preparedness in some way hade affected the challenges the respondents saw and how they were handled. Theory and previous research that has been presented have focused on crisis preparedness, crisis management and HR's role in crisis work. Previous research on HR practitioners' experiences of challenges linked to crisis situations have not been found, the result of the study may therefore have given new perspectives to the field. The conclusions that can be drawn is that past experiences and crisis preparedness can have an impact on the challenges that arised in the Covid-19 crisis and that challenges are difficult to avoid for HR practitioners despite preparation and experience.

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    fulltext
  • 203.
    Folkman, A. K.
    et al.
    Faculty of Social Sciences at the University of Stavanger, Stavanger (NOR).
    Areskoug Josefsson, Kristina
    University West, Department of Health Sciences, Section for health promotion and care sciences. Department of Behavioral Science, Oslo Metropolitan University (NOR); Jönköping Academy for Improvement of Health and Welfare, Jönköping University (SWE).
    Being and becoming critical friends as a sustainable support function in academic work2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 99-100Conference paper (Other academic)
    Abstract [en]

    As we strive to teach our students to think critically about health and well-being in professional work, based on cooperation, life-long learning, and sustainability in working life, we need to meet the challenge of applying strategies to achieve this in academia as well. Stolle et al. (2018) underline the need to better understand CF as a research tool, to improve ourselves as self-study researchers versus teacher educators. We need to collaborate, to establish safe ways of working and negotiate shared understandings to develop and growth in professional academic achievement. Addressing sustainability challenges is most effective when coproduced by academics and non-academics in a way that provides solutions and contributions to the related scientific body of knowledge (Schneider et al., 2021). This presentation explores CF as a sustainable support function based on our experiences in a co -produced research project in a Norwegian municipality. The research question is: What characterizes CF as a sustainable support function in a follow-up research project in a Norwegian municipality?

    The case: The municipality has an ongoing innovation project “The team around the teacher and the pupil (2019 –2023)”. This project has a public health- and preventive perspective based on experienced challenges in the local school setting. The focus of the project is to strengthen the pupils’ learning environment and learning outcomes, by involving the reorganization of interdisciplinary and interprofessional resources to promote coping, belonging and good mental health in all the primary and secondary schools in the municipality (Folkman et al., 2020). The research group was interdisciplinary and worked in close collaboration with the municipality´s project leaders. The project also included master students’ projects. The engagement of master students in a co -produced research project provides the students with work-integrated learning experience of research with practice. 

    Theory: Co-production of knowledge must explicitly recognize multiple ways of knowing and doing (Schneider et al., 2021). CF involves trusting relationships, productive tensions, and two-way learning as mechanism (Knowles et al., 2018; Stolle et al., 2018). The connection between reflection and CF (Stolle et. al, 2018), aligns with core participatory mechanisms that enable ‘dialogue and iteration’ and authentic involvement (Knowles et al., 2018; Norén & Wallin, 2018). Conflicting agendas require that parts reflect on the principles of respect and solidarity to ensure a broader collective goal and that each agenda can be met while maintaining the integrity of the overarching goal of the research (Page, 2022). Reflection is a meaning-making process highlighting relationships (Stolle et al., 2018). 

    Method and analysis: The research question led to an integrated analytic process (Strøm & Fagermoen, 2012), based on the project documents, reports, and articles from the project. The deductive analysis involved the interpretation of the data to explore characteristics of CF as sustainable support in work integrated learning. Two themes emerged through the analysis process: CF and knowledge production in the project and CF: mandate and role. 

    Results

    CF and knowledge production in the project: There was a period of initial negotiations between the project leader and the research group, as the project leader wanted to develop a research design suitable to support the objectives and aims of the project. Therefore, work ascritical friends, started by critical questions from the research group about the operationalization of research objectives in the project and the pre-planned measures of intended results. There were negotiations of understanding in the processes of developing a contract and research plan and considering knowledge from both parties. This time-consuming process was ongoing through the follow-up research, as new perspectives and results emerged. However, this also led to a closer collaboration with more school staff and leaders in the municipality, which was beneficial for understanding the results from the project.

    CF: mandate and role: Co-production in the research process took place in a field of tension, where the project leaders and the researchers acted as critical friends to each other. The underlying tension, based on the project leader`s mandate, role and knowledge of the context, and the research groups roles and competence in research methodology, proved to enhance the learning for both parties and encompassed continuous need for dialogue. However, through CF the research of the project was also used to inform and improve the project, and then provide additional collaborative research topics. The controverses advanced a dynamic co-creative learning process, linked to knowledge of practice-based evaluation research in this context, but also a nearer friendship that obliged.

    Discussion

    Our results show, that that CF in co-production between practice and research can contribute to promoting the legitimacy of the research contribution in the field of practice the project deals with, supported by Schneider et al., (2021). For researchers’ objectivity and integrity in the research process is essential, but this can be experienced as conflicting with project leaders’ views and need for measurable outcomes. Reflecting rooted in a scientific inquiry, can serve as generating new meaning and learning opportunity for both parties (Stolle et al., 2018). The results underpin the importance of understanding one’s language and respecting each other’s knowledge when co-producing together with academia and practice (Schneider et al., 2021). To push our thinking and learning asking critical questions, can be limited by being “best friends” (Stolle et al., 2018), thus hav ing different views are an asset. Agreement must be reached about different roles, responsibilities and knowledge, and how the objectives of each stakeholder can be achieved (Page, 2022). The participating students could have been even more involved in the CF dialogues. They were invited to result presentation meetings, but work-integrated learning would have been enhanced if they had been able to participate on more equal terms. 

    Conclusion

    This paper presents joint learning from a mainly online CF experience, formed by mutual respect and leading to increased learning and increased value of research outcomes. The value of research collaboration and support with CF is increased. This is important in academia and for a sustainable work situation for research ers. The project also provided work-integrated learning for students, but this could have been further enhanced. 

  • 204.
    Fonjah, Ismael
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Dahlbom, Viktoria
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Äldre personers upplevelser av välbefinnande: En kvalitativ studie2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the experience of well-being among older people and their strategies to maintain the well-being experience. The results are based on half-structured interviews of approximately 20-45 minutes, with thirteen older people. Interviews are conducted with older people living in two different elderly homes, but we have also conducted interviews with older people who still live at home. Five of the interviewed live in elderly homes and eight live at home.

    The analysis of the material has consisted of a qualitative content analysis where the research effort is phenomenology, which means a term in which predetermined sentences should not be found by our authors. As theoretical tools, we have used the lifecycle perspective, participation, society, quality of life and needs.

    During the compilation, the various factors highlighted by the informants are most important to the well-being. These were experiences of retirement homes, safety, mental attitudes, life tensions and approaches to creating well-being. The answers differed between the older people at elderly homes and those living at home. Those who still live in their own homes had, in many cases, life partners, they participated in different associations and were generally active. Those living at home had fewer physical and mental constraints compared to those living in homes for elderly people.

    In the final discussion we have elucidated older people's experiences of well-being and discussed our findings and found that older people who are not dependent on elderly care are still living in their own homes where they can handle their daily tasks and personal hygiene, expressed well-being and more positive emotions and happiness.

  • 205.
    Forsell, Johan
    et al.
    Linköpings universitet, Pedagogik och didaktik.
    Forslund Frykedal, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammar Chiriac, Eva
    Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Group Work Assessment: Assessing Social Skills at Group Level2020In: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, Vol. 51, no 1, p. 87-124Article in journal (Refereed)
    Abstract [en]

    Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

  • 206.
    Forsell, Johanna
    et al.
    University West, Department of Nursing, Health and Culture.
    Franzén, Sanna
    University West, Department of Nursing, Health and Culture.
    Johansson, Camilla
    University West, Department of Nursing, Health and Culture.
    "Bryt ihop och kom igen": en kvalitativ studie av studenters uppfattning av studiemotivation på Högskolan Väst.2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Examensarbete - "Bryt ihop och kom igen"
  • 207.
    Forslund Frykedal, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bedömning vid grupparbete2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Hammar Chiriac, Eva, Hempel, Anders, Lund: Studentlitteratur , 2020, p. 277-288Chapter in book (Other academic)
  • 208.
    Forslund Frykedal, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Föräldrastöd i grupp inom primärvården för blivande och nyblivna föräldrar2018Conference paper (Other academic)
    Abstract [sv]

    I Sverige finns Föräldrastöd i grupp för blivande och nyblivna föräldrar i primärvårdens regi som leds av barnmorskor och BVC-sköterskor. Nationella målen med föräldragrupperna är att stödja föräldraskapet, öka kunskap om barns utveckling och ge föräldrar möjlighet till sociala nätverk med andra föräldrar med barn i samma ålder. Ungefär 70 % av alla blivande och nyblivna föräldrar deltar, flertalet är kvinnor.

    I ett mångårigt tvärvetenskapligt forskningsprojekt med forskare inom pedagogik, psykologi och vårdvetenskap har forskning bedrivits som fokuserar ledarskap, pedagogik och gruppdynamik i föräldragrupperna. Vidare studeras om en intervention i form av bl. a. en utbildningsinsats kan stärka sjuksköterskor som gruppledare och hur de kan skapa en stödjande inlärningsmiljö i föräldragrupper. I presentationen kommer några resultat från projektet att presenteras.

  • 209.
    Forslund Frykedal, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual feedback in connection with cooperativelearning – a possible way to support individualaccountability2021In: Acadmia LettersArticle in journal (Other academic)
    Abstract [en]

    Previous research shows that very few studies concerning assessment in connection with cooperative learning (CL) has been conducted (van Aalst, 2013; Forsell et al., 2020). Accordingly,very little theoretical knowledge or useful tools have been provided to assist teachers in thissignificant but difficult task. Besides, teachers often express feelings of uncertainty about howto make group work assessments (Ross & Rolheiser, 2003) and a special challenge seems tobe how to disentangle the individual from the joint work when assessing (Forsell et., al 2020).Consequently, there is a need to develop theoretical knowledge and instruments for assessingin connection with CL (van Aalst, 2013; Johnson & Johnson, 2004). However, research ismaking progress and some promising findings, as well as practical tools, are beginning toemerge (e.g. Bookhart, 2013; Johnson & Johnson, 2004). Recent research also indicates thatteachers’ feedback to the students may support students ability to work more independently inCL and thereby gain more equal opportunities in the their work (Forslund Frykedal & HammarChiriac, 2018). Assessment in connection with CL can also be about the quest for equitabilityproviding students with equal educational opportunity, as students tend to find assessment inconnection with CL unjust (Forslund Frykedal & Hammar Chiriac, 2016).One way for teachers to assess students during CL is to provide the students with formativeassessment, by employing feedback. The objective in this paper is to explore and problematize if teachers’ formative assessment, by way of written feedback, on students’ individualwork during CL supports or impedes student’s further work with the task, hence guiding orhampering the students’ possibility for individual accountability

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    Academia Letters
  • 210.
    Forslund Frykedal, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammar Chiriac, Eva
    Institutionen för beteendevetenskap och lärande, Linköpings universitet.
    Kooperativt lärande som interaktiv pedagogisk metod vid arbete i grupp2018In: VILÄR abstraktbok, Trollhättan: Högskolan Väst , 2018, p. 8-9Conference paper (Other academic)
    Abstract [sv]

    Kooperativt lärande är en interaktiv pedagogisk metod i grupp där samarbete medtydlig struktur och gemensamt mål är grundläggande förutsättningar för lärandet. Följande centrala element behöver skapas i gruppen för att stödja lärprocesserna;gruppmedlemmarna (1) är ömsesidigt beroende av varandra, (2) stödjer varandra,(3) tar individuellt ansvar och (4) utvecklar sociala kompetens i samarbetet. Dessutom behövs en fortlöpande diskussion i gruppen om det gemensamma arbetet (Johnson & Johnson, 2013). Kooperativt lärande har sitt ursprung i USA men används i utbildningssammanhang runt om i världen. Metoden är användbar i olika lärandesammanhang, från skola och högre utbildning till arbetslivet. Det finns liknande interaktiva pedagogiska metoder varav några exempel är ”collaborative learning”, ”peer-learning” och ”problem-based learning”. Det som framförallt skiljer kooperativt lärande från övriga är tydligt definierade samarbetsmönster som kallas strukturer.

    Syftet med presentationen är att visa hur kommunikationen påverkar samarbetet igrupper som arbetar med kooperativt lärande som pedagogisk metod. Analys av inspelade videofilmer från arbete i grupp utgör empiriskt material. Den här studien har studerat kommunikation som en viktig del av kooperativt lärande. Resultatet visar att läraren i sin kommunikation till gruppen både stödjer och hindrar gruppens samarbete. När läraren ställer elaborerande frågor till gruppen eller ”passar tillbaka” till gruppen att själva fundera vidare ger det gruppen större möjligheter till att ta ansvar över arbetet och diskutionerna. Genom att direkt besvara gruppens frågor, eller omedelbart bekräfta rätt eller fel, motverkar läraren gruppens möjlighet att utveckla samarbetet. På liknande sätt kan kommunikationen bland gruppmedlemmarna både stödja och hindra gruppens samarbete. I studien vänder gruppmedlemmarna oftare till läraren med frågor i stället för att diskutera i gruppen.

    Sammanfattningsvis visar studien att om kooperativt lärande ska utvecklas behöver framförallt lärare men också gruppmedlemmar vara medvetna om vikten av att decentrala elementen i den pedagogiska metoden blir stöd för kommunikation och samarbete i gruppen.

  • 211.
    Forslund Frykedal, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammar Chiriac, Eva
    Linköpings Universitet.
    Student collaboration in group work: Inclusion as active participation2017Conference paper (Refereed)
    Abstract [en]

    Group work is an educational mode that promotes both learning and socialization among students, and students’ engagement and participation in the group work has proven to be important. Empirical research conducted on the implementation of inclusive and collaborative processes in group work is sparse. Based on social psychological perspective we will in this study focus on inclusive and collaborative processes when students are working in small groups.

     

    The aim of the study was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supports or impedes these transactions.

     

    Social Interdependence Theory (Johnson & Johnson, 2002), one of the dominant influences on Cooperative learning, was utilized as the theoretical perspective overarching the study. Data were obtained through observations made from video-recording 500 minutes of group work undertaken in one Year 5 classroom at a municipal school in Sweden and were analysed using thematic analysis (Braun & Clark, 2006). Part of Black-Hawkins (2010, 2013) framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes.

     

    The results suggest that students’ active participation in the analytical discussions around the group task and discussions around group work structures, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role are examples on prerequisites for group work to be enacted in an inclusive and collaborative manner. These prerequisites give the students opportunities to be accountable both for the individual and the group’s collective work. 

  • 212.
    Forslund Frykedal, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammar Chiriac, Eva
    Linköpings Universitet.
    Student Collaboration in Group Work: Inclusion as Participation2018In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 65, p. 183-198Article in journal (Refereed)
    Abstract [en]

    Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social Interdependence Theory was utilised as the theoretical perspective overarching the study. The observational data employed were collected by video-recording group work. A part of Black-Hawkins framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes. The results suggest that students’ active participation in the discussions around the group work structures and analytical discussions, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role, are examples of prerequisites for group work to be enacted in an inclusive manner.

    Download full text (pdf)
    fulltext
  • 213.
    Forslund Frykedal, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Efficacy beliefs and interdependence when being assessed working in a group2019In: Educational Studies, ISSN 0013-1946, E-ISSN 1532-6993, Vol. 47, no 5, p. 509-520Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks.

  • 214.
    Forslund Frykedal, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Rosander, Michael
    Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Barimani, Mia
    Academic Primary Care Centre, Region Stockholm, Sweden; Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
    Belin, Anita
    e Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden.
    Cooperative learning in parental education groups: child healthcare nurses’ views on their work asleaders and on the groups2021In: Children's health care, ISSN 0273-9615, E-ISSN 1532-6888, Vol. 51, no 1, p. 20-36Article in journal (Refereed)
    Abstract [en]

    New parents are offered parental education groups as a way to support their transition to parenthood. Interactive approaches in these groups are of importance, but studies have reported a lack of activities that support interaction. Cooperative learning is a structured method when working with groups and based on five elements essential to maximizing the cooperative potential of groups. The aim was to investigate the leadership skills of child healthcare nurses as leaders for parental education groups, their ideas about creating conditions for wellfunctioning groups, and what is required to achieve this. The results were analyzed and discussed using social interdependence theory as a framework and especially the five elements of cooperative learning. Further, the study used a qualitative descriptive design, and eight qualitative interviews were analyzed deductively using thematic analysis. The results showed that in their narratives the nurses display vocational knowledge and describe conditions important for their groups from a cooperative learning perspective. Nevertheless, the results indicate that the nurses had difficulty explicitly instructing parents to use their personal experiences and social skills to get groups to function effectively. Knowledge developed in the workplaces from the experience of leading groups is mostly implicit, and formal knowledge and awareness of leadership is necessary for development of the role.

  • 215.
    Francisco, R.
    et al.
    Unisinos University, Brazil.
    Klein, A. Z.
    Unisinos University, Brazil.
    Engeström, Y.
    University of Helsinki, Finland.
    Sannino, Annalisa
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. University of Tampere, Finland Center for Research on Activity, Development and Learning (CRADLE), Finland; Rhodes University, South Africa.
    Knowledge on the move: Expansive learning among mobile workers2018In: Online Collaboration and Communication in Contemporary Organizations / [ed] Ditte Kolbaek, IGI Global, 2018, p. 179-200Chapter in book (Other academic)
    Abstract [en]

    Mobile workers are professionals who frequently work on the move, far from a fixed workplace, often performing knowledge-intensive activities. Mobility challenges creation and sharing of knowledge among these professionals, and the existing literature lacks powerful theoretical frameworks conducive to creating supportive learning pathways for them to meet these challenges. This chapter is a theoretical and practical contribution to fill this gap by analyzing a case of expansive learning initiated by mobile workers themselves. Based on longitudinal participant observation, the study traces the steps undertaken by these professionals to create a new artifact that helped them to know what, when, where, and how they needed to perform their work activities. © 2018, IGI Global. All rights reserved.

  • 216.
    Fransson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Löf, Michaela
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Vi behöver komma fram till vad gruskornet i skon är: En kvalitativ studie om enhetschefers strategier i arbetet med korttidssjukfrånvaro2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In general municipality have higher sickness absence and lower health than other employers. The work strain in the home care service increases sick leave rates and the experience of insufficiency and understaffing makes employees wanting to quit work. The aim of this study is to investigate how Head of Units in the home care service use approaches that in this study are seen as pedagogical strategies for encourage attendance or reduce short-term absence. Ten Head of Unit participated from five different municipalities in the west part of Sweden. They had between ten months up to nine years of experience working as Head of Unit in home care service. The study applied a qualitative method with semi-structured interviews and were analyzed through a thematic analyze. Three themes were formulated from the empirics with eight associated subthemes. The results showed a challenge for the Head of Units to prioritize tasks and the main strategies appeared tried to break patterns and create a relationship with the employees. The conclusion is that the Head of Units use a number of influencing processes to influence and educate the employees. The strategies are partly to prevent, complicate, facilitate and break pattern.

  • 217.
    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

  • 218.
    Franzén Kotarevic, Emelie
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    För enkelhets skull: En studie om hur anställda upplever ansvar2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how employees experience responsibility, primarily at work that is considered to have low autonomy and partly managed tasks. The goal was to try to find out where the boundary goes between the positive and negative dimensions of responsibility. The study was conducted with a qualitative approach in which seven semi- structured interviews were made and the material was analyzed with thematic analysis. The study found that responsibility had a major impact on employees' experience of the work, where emotions such as joy and nervousness arose. It was emphasized that responsibility is a major commitment and that the balance was important to ensure that responsibility would not contribute to negative aspects, such as health impacts. It also turned out that the possibilities for development were limited and the assignment of responsibility would increase motivation considerably when a belief inthemselves and confirmation of their competence would arise. The result showed that it was important to keep the balance between the positive and negative dimensions in order to keep their employees motivated to the level that they were willing to perform their utmost.

  • 219.
    Fredin, Selina
    et al.
    University West, Department of Social and Behavioural Studies.
    Andreasson, Hanna
    University West, Department of Social and Behavioural Studies.
    En kvalitativ studie om HR-anställdas interna kommunikation under partiellt distansarbete2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how HR employees who have partly continued to work remotely experience the internal communication between each other that occurs via video conferencing platforms. HR employees' experiences of internal communication during distance work will be examined in this study. Twelve semi-structured interviews were conducted with HR employees in the private sector. The collected data material was recorded through the recording function in Zoom and analyzed thematically. The thematization meant that we found three main themes which include organizational culture, social interaction and digitization. The result shows that there are both positive and negative aspects to communicating internally at distance working. The results show that the positive aspects can reflect efficiency and flexibility while the negative aspects reflect a reduced interaction and motivation. The study contributes to an understanding of HR employees' own experiences of internal communication through video conferencing platforms. We have discussed previous research and theory in relation to the results of the study. In conclusion, we have summarized the study based on the most central parts of organizational culture, social interaction and digitization.

  • 220.
    Fridéhn, Emelie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Thyrsson, Jennifer
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Samhällsvägledarens integrationsarbete: - en kvalitativ studie om yrkes- och kunskapsutveckling2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Because of the global migrant crisis, the immigration to Sweden has increased markedly (SCB, 2017). The Establishment Reform was implemented in 2010 to handle the social challenges that were identified and its main purpose was to accelerate the newly arrived's establishment in the job market (lag 2010:197). The responsibility for handling the establishment of the newly arrived was allocated among different actors, were Arbetsförmedlingen was assigned the main responsibility. The primary task of Arbetsförmedlingen is to support the newly arrived to establish themselves in the job market, which entailed that the family perspective and children perspective, as well as the health perspective ended up in the background of the integration work. The Establishment Reform also meant that each municipality is responsible for the integration work, which may look different depending on interest and preconditions. Furthermore, authorities work in what is called "vertical coordination", meaning, among other things, that the assignment of responsibility between delimited assignment may become a challenge (Bolman & Deal, 2012). It may also mean challenges for the newly arrived, which is often in contact with numerous authorities and other operations. For the municipality were the aforementioned study was carried out, a need was identified for a function which bridged the gap between operations and the newly arrived, hence personel was hired to carry out this function. The municipality choose to denominate these personel as Community Guidance workers with bridging capabilities. The objective of the study was to examine the municipality's integration work preconditions, as well as the Community Guidance worker's profession and the development of professional knowledge for their health promotional integration work. The study was carried out using a quality method, were inspiration was drawn from the hermeneutic approach. Semi-structured interviews and documents constitutes the empirics were thematic analysis were performed. The result of the study shows that the Community Guidance worker's job mainly is carried out as meetings between individuals that they follow in their matters. The work of the Social Guidance worker demands a great ability to adapt and a broad knowledge, as it is distinctively based on the needs of the newly arrived individual. This is possible within the scope of the establishment's guidelines and that the Community Guidance worker works between the operations and the newly arrived. The development of the Community Guidance worker's professional knowledge is formed in the everyday integration work. They will for instance happen upon challenges that will bring about learning possibilities through conversations with the newly arrived. The Community Guidance worker is in contact with the operations in the municipality and will gain knowledge regarding how they work, which in turn will facilitate their own work when the meet newly arrived with similar needs. The Community Guidance worker's own life experiences and cultural understanding constitutes a different prerequisite for the integration work. Further, this work may be seen as health promotional efforts, as the Community Guidance worker clarifies social functions such as explaining how Arbetsförmedlingen works or refer them to Försäkringskassan. The newly arrived will be put I contact with the correct operation based on their need, via the Community Guidance worker, which may accelerate their establishment process. The profession is new and relatively unexplored, which makes this study a valuable contribution to integration work, what expertise will support integrationwork and how the professions that are part of this work may be developed.

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  • 221.
    Frisk, Agneta
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lidberg, Jessica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En livslång lust att lära: En kvalitativ studie om estetiska kommunikationsformer som pedagogiskt verktyg i kombination med högläsning2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Forskning visar att undervisning i vilken man använder estetik som ingång för lärande, engagerar elever och ger dem rika möjligheter att lära på skilda sätt. Undervisning ska anpassas utifrån den enskilda eleven och estetiken ska fungera som ett redskap i undervisning för lärande, vilket framgår i styrdokumenten. Forskning visar även att kroppens betydelse under lång tid inte varit särskilt framträdande inom skolsammanhang, utan har setts som skild från intellektet och själen, vilket har fått konsekvensen att kroppen hänvisats till de mer praktiska ämnena. Utifrån ovanstående, inspirerades vi att undersöka hur elever upplever estetik som redskap i undervisning i ämnet svenska med fokus på högläsning och att vi utifrån egen erfarenhet sett bristen på estetiska inslag i de teoretiska ämnena i skolan.

    Syfte: Syftet med studien är att undersöka hur högläsning i kombination med estetik som redskap kan fungera som en meningsskapande resurs, samt synliggöra elevers tankar, intresse och engagemang under högläsning och samtal. Detta undersöker vi genom följande frågeställningar: Vad har elever för tankar om högläsning i undervisning och hur anser elever att en intresseväckande högläsningsstund kan gestaltas? Kan estetiska inslag under högläsning bidra till ett mer lustfyllt lärande? I så fall hur? Kan estetiska inslag under högläsning stödja elevers möjlighet att ta sig an texter? På vilket sätt visar elever engagemang under högläsning med estetiska inslag, i relation till högläsning utan estetiska inslag?

    Metod: Vi har i vår studie valt att utgå ifrån en kvalitativ undersökning med deltagande observation och fokusgruppsintervju, vilka utgör grunden för vårt resultat. Syftet var att genom undervisning där estetiken finns med som redskap, undersöka hur elever visar engagemang och intresse för högläsning i undervisning. Detta undersöks dels genom fokusgruppsintervju både före och efter undervisning, dels genom deltagande observation som sker i samband med undervisning av oss som forskare.

    Resultat: Vårt resultat visar att majoriteten av eleverna i studien uppskattar högläsning som del i undervisning. Det visar även att samtliga elever uppskattar högläsning med estetiska inslag i än större utsträckning och att det skapar intresse, inspiration, engagemang och lust till lärande. Resultatet visar även att estetiska kommunikationsformer inte hade någon direkt verkan på hur eleverna i studien tog sig an text, utan de samtalade om text på likvärdigt sätt, oberoende av om estetiska inslag användes eller inte. Eleverna uttryckte efter högläsningsmomentet med estetiska inslag, att de uppskattade att få vara delaktiga i berättelsen, att få röra på sig och använda sin kropp, vilket de även uttryckte en önskan om att få göra oftare.

  • 222.
    Fuentes Martinez, Ana
    University West, School of Business, Economics and IT, Division of Media and Design.
    Memoirs of an Old Teacher2023In: Postdigital Science and Education, ISSN 2524-485X, Vol. 5, p. 556-557Article in journal (Refereed)
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  • 223.
    Fuentes Martinez, Ana
    University West, School of Business, Economics and IT, Division of Media and Design.
    The perks and perils of learning programming online: The case of teacher training2022In: EDULEARN22 Proceedings / [ed] Luis Gómez Chova, University of Valencia (ESP), Agustín López Martínez, University of Barcelona,(ESP) Joanna Lees, CEU Cardinal Herrera University (ESP), Valencia: IATED Academy , 2022, p. 5571-5579Conference paper (Refereed)
    Abstract [en]

    As computer programming is widely being introduced in school curricula around the world, many teacher training initiatives are being put into practice to address the competence needs linked to that endeavor. The imperative digitalization catalyzed by governments’ response to the Covid-19 emergency brought about  an  unexpected plot twist largely  affecting  most  professional development  efforts.  After  rapidly reprioritizing resources toward urgent matters of online teaching, some teachers also embraced the new opportunities that distance courses offered for their own education. Findings from these experiences are here synthesized to examine how teacher training in computer programming could be improved to better suit the affordances and constraints of online courses. The principal themes, problems, approaches, and solutions that emerged from this small-scale  qualitative  study are contrasted with the prevalent  ideasidentified in the literature, such that in adult learning experiences, blended and hybrid learning settings, and computer programming education. Among the common characteristics with these earlier paradigms, issues of idle time, asynchronousity, and unreliable tools were highlighted but also similar advantages regarding autonomy and equity. A particular factor that distinguished the  case of online programming training for educators was the gap between the learning that teachers themselves experienced during the programming course and the learning facilitation that they were expected to provide for their pupils in a school environment. This gap was not only related to the different  visions and purposes for their education but also, and to a larger extent, due to different contexts, including assessment traditions and subject  separation.  This work provides  hindsight  towards  an understanding  of  the  significance  and nature of learning programming for teaching and the challenges and benefits associated with adapting to online settings.

  • 224.
    Gabrielsson, Jonas
    et al.
    Halmstad University (SWE).
    Galan, Nataliya
    University West, School of Business, Economics and IT, Division of Business Administration.
    Politis, Diamanto
    Lund University, School of Economics and Management (SWE).
    Drivers of Entrepreneurial Passion Among Graduates in Venture Creation Programs2022In: Academy of Management Annual Meeting Proceedings, ISSN 0065-0668, E-ISSN 2151-6561, no 1, p. 1-1Article in journal (Refereed)
    Abstract [en]

    We develop and test an analytical framework that builds on experiential learning theory to explore drivers of entrepreneurial passion among graduates from venture creation programs (VCP). The framework identifies two main sources of experiential learning (direct and vicarious experience), and three temporal vantage points (pre-, peri- and post-education) where such experiences may occur. We employ fsQCA analysis on a sample of graduates from a Swedish university to identify causal paths leading to configurations of experiences that ultimately lead to higher entrepreneurial passion. Overall, analyses yielded a total of four effective configurations where each represents a combination of present or absent conditions that are jointly sufficient for producing the indicated outcome. While both direct and vicarious experiential learning in combination with other causal conditions can drive high entrepreneurial passion among VCP graduates, the results suggest strongest evidence for causal relations between direct experiential learning and high entrepreneurial passion. Moreover, the results suggest that post- and peri-educational experiences have stronger causal impact compared to pre-educational experiences.

  • 225.
    Gadd, Josefin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Börjesson, Sarah
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Fysisk integritet i förskolan: En kvalitativ studie om pedagogers förhållningssätt till barns fysiska integritet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning Bakgrund: Vi har arbetat inom förskola i fyra år och har de tre senaste åren utbildat oss till förskollärare utan att någon gång stött på ämnet barns fysiska integritet trots att det är ett av fem barn som blir sexuellt utnyttjade. Det finns mycket tidigare forskning om sexuella övergrepp men denna studie är avgränsad till fysisk integritet i förskolan vilket det tyvärr fanns begränsat med tidigare forskning om. Vi anser därför att denna studie är välbehövlig och intressant att genomföra. Studien vill påvisa hur förskollärare kan lära barnen att de har rätten till sin kropp och att andras fysiska integritet ska respekteras. Syfte: Studiens syfte är att undersöka hur förskolepersonal arbetar med och ser på barns fysiska integritet i förskolan. Metod: Den valda metoden för studien är kvalitativa semistrukturerade forskningsintervjuer som genomförts med fem kvinnliga förskollärare och två kvinnliga barnskötare i ett åldersspann mellan 25-53 från tre olika förskolor. För att analysera intervjumaterialet har vi använt oss av kategorisering och datastyrd kodning. Resultat: Studiens resultat visar att deltagarna arbetar på olika sätt med barns fysiska integritet t.ex. genom arbete med känslor, dramatiseringar av olika slag, musik, massage och samarbetsövningar. Samtliga deltagare är medvetna om att både de och barnen ska respektera varandras fysiska integritet och att det är ett arbete som pågår hela tiden vilket underlättas om förskolepersonalen är närvarande för att kunna stötta barnen. Deltagarna påvisar också en medvetenhet gällande situationer som måste utföras på grund av hygienskäl men som kan bli problematiska vid t.ex. tidspress.

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  • 226.
    Galan, Nataliya
    University West, School of Business, Economics and IT, Division of Business Administration.
    Work-place learning: A way to develop entrepreneurial employees2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 78-79Conference paper (Other academic)
    Abstract [en]

    The current study has its starting point of departure in a broader understanding of entrepreneurship, which acknowledges that new entrepreneurial opportunities can be recognised and pursued by individuals in different ways. Thus, it can be done by establishing new ventures or by identifying and developing such opportunities within existing organisations (Shane & Venkataraman, 2000). Irrespective of its form, entrepreneurship can be understood as a behavioural process, which implies that individuals, engaged in this process, are involved (alone or in teams) in a broad range of goal-oriented activities. Previous research in the stream, predominantly focusing on venture creation behaviours, recognises that entrepreneurs, through different learning experiences, develop knowledge enabling them to recognise and pursue entrepreneurial opportunities (Politis, 2005; Politis et al., 2019). This reasoning should be equally relevant to entrepreneurial behaviour of employees within existing organisations (Bosma et al., 2012). Entrepreneurial employees, who can also be referred to as intrapreneurs (Bosma et al., 2012), commonly demonstrate behaviours, which are similar to those of entrepreneurs, i.e., proactiveness, risk -taking, and innovativeness (Antoncic & Hisrich, 2003). These employees are expected to contribute most to the value creation in their employing organizations by acting at the organisational “frontier” and “not the core” (Antoncic & Hisrich, 2003). Such behaviours enable their employing organisations to “depa rt from the customary” (Antoncic & Hisrich, 2003).Intrapreneurs are viewed as exceptional learners (Lackéus et al., 2020), who learn from multiple sources (colleagues, partners, competitors and other stakeholders) as well as through multiple experiences (e.g., observing, doing, re-doing) (Lackéus et al., 2020). Further, several studies emphasize the importance of work -related contexts for developing of intrapreneurial behaviour of employees and suggest that both formal (Mustafa et al., 2018) and informal learning (Keith et al., 2016) opportunities at work play an important role in transforming relevant experiences into entrepreneurial knowledge and herewith shaping entrepreneurial behaviour of employees. At the same time, rigid organisational structures and cultures, certain types of work task design as well as job role clarity may also affect the process of “intrapreneurial” learning in existing organisations (de Jong et al., 2015). This indicates that intrapreneurial learning, being a form of entrepreneurial learning, may develop in a different, compared to entrepreneurial learning, way and, accordingly, have specific dimensions. However, previous research provides limited understanding of how entrepreneurial employees learn at their workplaces (Manuti et al., 2015) as well as where (e.g., within/outside organisational boundaries) (Manuti et al., 2015). The current study aims, via integration of entrepreneurial learning, entrepreneurship, intrapreneurship, and workplace learning literature to advance the current understanding of the role of workplace learning in developing entrepreneurial employees. In doing so, the study adopts a broad approach to defining workplace learning (Stern & Sommerlad, 1999), acknowledging that there exist different degrees of separation between ‘learning’ and ‘work’. Thus, this implies that learning activities can occur within and outside organisational boundaries, as well as they can be integrated with or disintegrated from working tasks and assignments (e.g., Galan, 2018).The study results suggest that intrapreneurial behaviours of employees appear to be the outcome of employees learning through their work tasks which have multiple roles in the process of such learning. First, through their work tasks employees in existing organisations are likely to be exposed to various learning opportunities (both within and outside organisational boundaries). Second, the work task–learning opportunity fit appears to increase the employees’ engagement in learning opportunities and, thus, trigger their pursuit. Finally, task novelty is suggested to moderate the relationship between the pursuit of learning opportunities by employees and developing by them intrapreneurial behaviours. 

    The study contributes to the literature on entrepreneurial learning in existing organisations by clarifying the enabling role of work tasks in this process and incorporating two features of work tasks, namely their fit to learning opportunities and novelty. Future research is encouraged to incorporate other characteristics of work tasks, such as task variety, task complexity, task scope, task importance, task structuredness as well as empirically test newly established relationships.

  • 227.
    Gedda, Birgitta
    University West, Department of Nursing, Health and Culture.
    Sjuksköterskans pedagogiska verksamhet: villkor och processer2012In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund, 2012, 2., [rev.] uppl, p. 89-116Chapter in book (Other academic)
  • 228. Gedda, Birgitta
    et al.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Sjuksköterskans pedagogiska verksamhet: villkor och processer2019In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur AB, 2019, 3, p. 107-137Chapter in book (Other academic)
  • 229.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Arvemo, Tobias
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Work-integrated learning with work-integrated learners2014In: Proceedings of the international conferences on educational technologies (ICEduTech 2014), 2014, p. 1-8Conference paper (Refereed)
  • 230.
    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.

  • 231.
    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.

  • 232.
    Giota, Joanna
    et al.
    Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle, Göteborgs Universitet.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Nielsen, Bo
    Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle, Göteborgs Universitet.
    Berndtsson, Åsa
    Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle, Göteborgs universitet.
    Insamling av enkätuppgifter i grundskolans årskurs 9 våren 2008 för UGU-projektets åttonde kohort (födda 1992)2008Report (Other academic)
    Abstract [sv]

    Det huvudsakliga syftet med föreliggande rapport är att redogöra för urval, genomförande och instrumentegenskaper för insamlingen av enkätuppgifter inhämtade från eleverna i åk 9 för det åttonde stickprovet, varav flertalet är födda 1992. Den första enkätundersökningen för denna kohort gjordes i grundskolans åk 6. Det totala antalet elever i stickprovet uppgick  ursprungligen till 10 153. Från åk 3 då urvalet gjordes och till tidpunkten för enkätundersökningen i åk 9 har antalet elever reducerats till 9 890. Den främsta orsaken till detta bortfall är att de aktuella eleverna har flyttat från Sverige. Datainsamlingen har diskuterats i UGU-projektets referensgrupp bestående av representanter för Skolverket, Högskoleverket, SCB samt några forskningsinstitutioner. Elevenkätens mer precisa innehåll och formuleringar har sedan fortlöpande diskuterats med representanter från framförallt SCB. De uppgifter som insamlats omfattar delvis modifierade och delvis samma frågeställningar som insamlats för tidigare stickprov i grundskolans åk 6 och åk 9 samt från den enkät som erbjudits efter avslutad grundskola. Dessutom tillkom ett antal frågor rörande nya områden som inte behandlats i tidigare enkäter. Den slutgiltiga enkäten kom att omfatta 25 frågor av vilka 17 frågor rör grundskolan, 5 frågor handlar om elevens fortsatta skolgång efter grundskolan, 2 frågor rör elevers motivation för lärandet och uppfattning om kognitiv förmåga och 1 fråga berör elevens fritidssysselsättningar. Enkät och följebrev distribuerades som en postenkät adresserad hem till eleverna. Enkäten skickades ut i vecka 10 år 2008. Ett tack- och påminnelsekort samt ytterligare två påminnelser med ny enkät skickades därefter med någon veckas mellanrum. Svarsfrekvensen var 59 procent och bortfallet bestod nästan uteslutande av ej avhörda personer. Det interna bortfallet varierade mellan olika frågor och var överlag lågt. Det förefaller som om enkätens frågor har fungerat väl. För de skalkonstruktioner som motsvarar tidigare använda skalor gäller att delfrågornas antal i de allra flesta fall har utökats, vilket har inneburit att de mättekniska egenskaperna har förbättrats. De skalor som är nya för datainsamlingen i åk 9 avser att mäta olika typer av motivation för lärandet samt skalor för elevernas uppfattning om kognitiv förmåga. Den nu, för fjärde gången, använda modellen med huvudfrågor och underlydande delfrågor, utifrån vilka skalor kan bildas, bedöms alltså även denna gång ha fungerat väl. I och med att samma frågor och alternativ har används vid två olika tillfällen (åk6 och åk 9) för samma kohort ökar möjligheten att studera förändringar hos samma elever över tid. Att konstruera skalor genom att summera delfrågornas poäng och att använda sig av viktade data är två metoder/tekniker, bland andra, som kan användas för att öka resultatens reliabilitet och validitet. Ambitionen med föreliggande rapport har dock inte varit att ställa olika metoder mot varandra och diskutera dess styrkor och svagheter, utan att ge exempel på hur frågorna i elevenkäten kan användas.

  • 233.
    Gisslevik, Emmalee
    et al.
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, 405 30 Gothenburg, Sweden.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Christel
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, 405 30 Gothenburg, Sweden.
    Home economics teachers’ perceptions of facilitating and inhibiting factors when teaching sustainable food consumption2018In: Sustainability, E-ISSN 2071-1050, Vol. 10, no 5, article id 1463Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to explore experienced home economics (HE) teachers’ perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils’ opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education. © 2018 by the author.

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  • 234.
    Gisslevik, Emmalee
    et al.
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, Gothenburg, Sweden.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Christel
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, Gothenburg, Sweden.
    Pupils' Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 4, p. 585-604Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics. © 2018 Scandinavian Journal of Educational Research

  • 235.
    Glennö, Emelie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Gustafsson, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Motivation, vision och reflektion: Tre beståndsdelar i den individuella kompetensutvecklingen ur ett enhetschefsperspektiv2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The working life is constantly changing, so employees are required to acquire new knowledge, insights and methods to keep up with the developments. Hence, the primary purpose of the study was to investigate how 11 unit managers from public municipal sector, experience their own competence development in relation to motivation, vision and reflection in the daily work. A qualitative interview method identified four main themes and twelve sub-themes that were linked to previous research and theories. Illeris learning triangle, Kock's optimal work climate and Schön's reflection formed the basis for the theory section, while previous research provided extra substance in the analysis of the discussion section. It emerged that the unit managers agree that prioritization of time and response are two prerequisites for competence development to be developed. Motivation, vision and reflection form the framework for the study where they act internally for the implicit learning, while relevance, trust and time prioritization are more about external variables in the explicit learning. All in all, all parts are linked together where quotations and research take place and explain the respondents' individual views on their own competence development in their daily work, in order to promote learning, development and change.

  • 236.
    Goddard, Angela
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. York St John University, Programme for Languages & Linguistics.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    English language learning for international employability2013In: For the Love of Learning: Innovations from Outstanding University Teachers / [ed] Bilham, Tim, Basingstoke: Palgrave Macmillan, 2013, 1, p. 247-253Chapter in book (Other academic)
  • 237.
    Granbom, Ingrid
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers’ beliefs, norms and values of gender equality in pre-schools2015In: Men, Masculinities and Teaching in Early Childhood Education: International perspectives on gender and care / [ed] Simon Brownhill, Jo Warin and Inga Wernersson, Taylor and Francis Inc. , 2015, p. 83-91Chapter in book (Other academic)
  • 238.
    Granbom, Ingrid
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Vi har nästan blivit för bra": lärares sociala representationer av förskolan som pedagogisk praktik2011Doctoral thesis, monograph (Other academic)
  • 239.
    Granbom, Ingrid
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lundström, Marita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Children’s Transitions from Preschool to School2016In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016, 2016Conference paper (Other academic)
    Abstract [en]

    This is an ongoing project where one community in Sweden, along with University West, are studying children's transitions between different school types. This school differs from others in the sense that different school types are placed in the same building. One of the aim is to promote cooperation between different school forms. In the first phase, children’s transition from preschool to preschool classes and to school was studied. The project is characterized by an attempt of deepening knowledge. The researches and the professionals have reflected upon children's transitions between preschool and preschool classes and the knowledge is based on current research and the teachers own experiences. The areas treated are routines for transitions, educational and social continuity, and opportunities for children to take part in and the transition between preschool and school. We have collected our data through a case study where one school is participating. The participating school has children from 3 years to 7 years. The investigation was formed as a research circle were some themes were discussed. The discussions were recorded and transcribed by the researchers. Benefits identified in the analysis is for example that most of the participating children know both the school environment and most of the teachers. This does not apply to all children, when some children are coming from other preschools when they start preschool class at age of six. It also emerges that the structure during handovers from preschool to preschool classes vary even if the community has some guidelines for how the information should be submitted. The professionals have different systems for educational documentation in the various school forms and documentation is not used in order to learn more about children’s learning processes. Focus of documentation in preschool is learning processes in which children participate. The information requested from school teachers however, concerns children’s social relations and information about children with special needs rather than knowledge about the learning processes in which children have participated. Even though teachers work in the same school, one conclusion in this study is that there are some discontinuity regarding for example tools for documentation, the process of children's learning, organization of groups and children's social relations. The study shows that children are quite used to participate and move between different groups before they start school. These transitions differ in many ways from the transition to preschool class and school and it is not considered when the teachers are planning the classes.

  • 240.
    Granbom, Ingrid
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Män i förskolan: kartläggning och analys av insatser2012Report (Other academic)
    Abstract [sv]

    Sammanfattning

    Föreliggande arbete rapporterar ett uppdrag från Skolverket att kartlägga och analysera åtgärder, som har genomförts sedan 1970 för att öka andelen män som arbetar i förskolan. Kartläggningen syftade till att lyfta fram genomförda åtgärder inom såväl kommunala som fristående förskolor samt uppmärksamma goda exempel där rekryteringen av män till förskolan har varit framgångsrik. Uppdraget handlade också om att se över vilka åtgärder som har vidtagits för att öka andelen män i förskollärarutbildningen. Utblickar i omvärlden avseende hur man arbetat med motsvarande frågor och vad Sverige kan lära av erfarenheter i andra länder har också ingått. Offentlig barnomsorg började i Sverige byggas ut under 1960- och -70-talen och redan från början aktualiserades vikten av att män rekryteras som personal i denna verksamhet. Olika, och delvis motstridiga, argument har använts med utgångspunkt i antaganden om antingen likhet eller särart som grund för arbetsfördelning mellan kvinnor och män. För det första finns jämställdhetsargument som betonar vikten av att kvinnor och män är verksamma i alla yrken. Särskild vikt har båda könens närvaro antagits vara i arbete med barn, men mäns betydelse för yrkens lönesättning och status har också lyfts fram. För det andra finns argument som utgår från barns utveckling. Tillgång till vuxna män som förebilder för pojkars identitetskonstruktioner betraktas då som central. En tredje grupp av argument utgår från att mäns yrkespreferenser måste förändras, eftersom arbetsmarkandens behov förändrats. Dessa argument utvecklades på 1970-talet och är fortfarande aktuella. Trots insatser för att öka andelen män bland sysselsatta inom förskolan som, med varierande intensitet, genomförts i Sverige under ungefär fyra decennier är den oförändrat ungefär tre procent i kommunala förskolor. Enskilda förskolor har något större andel män, ungefär fem procent, bland sina anställda. Skillnaden mellan kommunala och enskilda förskolor är dock liten inom kategorin utbildade förskollärare. Skälen till den fortsatt skeva könsfördelningen bland förskolepersonal har visat sig vara svåra att empiriskt belägga. Kombinationen av akademisk utbildning och relativt låg lön kan dock antas vara en faktor. Att vara ensam man bland många kvinnor anges som ett annat problem. En följd av mäns högre position i genusordningen förefaller vara att kraftigare sanktioner drabbar män som bryter traditionella könsbarriärer än kvinnor som gör motsvarande val. Detta kan i sammanhanget framstå som paradoxalt, då den dominerande attityden (exempelvis

    bland förskollärare och lärare) verkar vara att män välkomnas i förskola och skola. Samtidigt är det män som löper risk att bli misstänkta för pedofila böjelser. Föga förvånande väcker denna risk ett starkt obehag och kan antas avhålla en del män från yrkesval som innebär nära kontakter med yngre barn. I diskussionen om män i förskolan betonades redan på 1970-talet, särskilt från fackföreningshåll, att ökad andel inte får leda till att män tar över ledningspositionerna också inom detta område. Inte heller är det acceptabelt att kraven på adekvat utbildning negligeras till förmån för en jämnare könsfördelning. Olika typer av insatser för att aktivt rekrytera män har inriktats mot antagning till förskollärarutbildning, förberedande utbildning och vid anställning på olika förskolor. Olika former av stödjande mansgrupper har också skapats för att förhindra avhopp från utbildning eller anställning. Under huvuddelen av 1970-talet kunde män som sökte till förskollärarutbildning få ökad konkurrenskraft i fri kvot genom ett extra poängtillskott. En utvärdering av denna åtgärd 1978/79 visade att den inledningsvis inneburit att fler män kunnat antas, men att effekten minskat och vid periodens slut var liten. Vid ett flertal högskolor har liknande positiv särbehandling använts bland annat för att stödja män som sökt till förskollärarutbildning och sjuksköterskeutbildning. Denna antagningsform är dock inte längre tillåten. Preparandkurser har använts vid flera lärosäten för att stödja män som önskar bli lärare eller förskollärare. Även denna typ av insats har bedömts vara problematisk ur rättvisesynpunkt och det har framhållits att kurser av detta slag bör vara öppna för både kvinnor och män. Andelen manliga förskollärare anställda inom förskola och skolbarnsomsorg varierar betydligt mellan Sveriges kommuner. Cirka en fjärdedel av kommunerna har ingen man anställd i sådan verksamhet, medan exempelvis Umeå har närmare sex procent män bland anställda förskollärare. Kontakter med kommuner och förskolor där andelen män är hög visar att man ofta haft en aktiv anställningsstrategi för att öka andelen män. Olika traditioner i olika delar av landet kan också ha betydelse. I ett flertal länder i västvärlden har frågan om ökad andel män i barnomsorg och undervisning av yngre barn aktualiserats. Framförallt har den norska modellen för rekrytering visat sig framgångsrik. I Norge är andelen män inom barnomsorgen/förskolan idag c:a 10 procent, men då inkluderas även anställda som inte arbetar direkt med barnen, exempelvis vaktmästare. Utifrån svenska, norska och andra internationella erfarenheter kan antas att det för ett effektivt rekryteringsarbete behövs långsiktighet och synlighet. Planeringen bör sträcka sig över en eller ett par decennier och innehålla olika former av insatser. Det norska exemplet visar att intresset kan hållas levande över tid och bidra till normalisering av förskolläraryrket som möjligt för män genom webbsidor, mediebevakning, konferenser, priser och utmärkelser med mera. Jämställdhet i jämställdhetsarbetet är avgörande för den långsiktiga betydelsen och innebär bland annat att man måste söka vägar att göra verksamheten attraktiv för män, utan att detta sker på de kvinnliga förskollärarnas bekostnad. Det är i hög grad önskvärt med män i förskolan, men det kommer sannolikt inte att dramatiskt förändra yrket. Nätverk och organisering av minoriteten män har uppfattats positivt, men det är inte självklart att särskilda mansgrupper passar alla. Betoning av professionalitet – att yrket har ett nödvändigt och i grunden könsneutralt pedagogiskt innehåll – kan vara mer konstruktivt än antaganden om essentiell manlighet eller unik manlig erfarenhet som bas för yrkesutövning. Det förefaller som om det stora hotet idag handlar om att män i förskolan blir utsatta för misstankar om pedofila böjelser. Det har till och med hänt att åtgärder vidtagits (eller män själva ålagt sig) som innebär restriktioner i relationer till barnen för att lugna oroliga föräldrar. Detta är kränkande mot dem som arbetar i förskolan och synnerligen problematiskt vid rekrytering av fler män. Samma villkor i relationen till barnen oavsett kön måste gälla om rekryteringsinsatser ska bli trovärdiga. I linje med detta behövs också en avmystifiering av maskulinitet. Vad den man som överväger att välja förskolläraryrket sannolikt också funderar över är förstås utbildningen, lönen och möjligheten att få en anställning. Utbildade män torde inte ha svårt att få anställning i dagens läge. Att den långa utbildningen inte betalar sig är ett problem, men det är inte rimligt att motivera vare sig sänkta utbildningskrav eller högre lön med önskan om fler män. Utbildningskraven bör inte sänkas och lönen bör höjas oavsett könsfördelningen bland förskolepersonalen. Preparandkurser, möjligheter att pröva på yrket och eventuellt olika former av alternativ antagning framstår som mer produktiva.

  • 241.
    Grankvist, Gunne
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Holmberg, Roger
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Coaching i det moderna arbetslivet2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1., p. 23-30Chapter in book (Other academic)
  • 242.
    Gready, Paul
    et al.
    Centre for Applied Human Rights, University of York (GBR).
    Anciano, Fiona
    Department of Political Studies, University of the Western Cape (ZAF).
    Papane, Boitemelo
    Centre of Humanities Research, University of the Western Cape (ZAF).
    Mvelase, Zamantungwa
    Office of the Deputy Vice Chancellor of Research and Innovation, University of Western Cape (ZAF).
    Mushengyezi, Aaron
    Uganda Christian University (UGA).
    Universities as Sites of Protection: Insights from the Global South on Gender-Based Violence2023In: Emancipatory Human Rights and the University: Promoting Social Justice in Higher Education / [ed] Tibbitts, Felisa, Keet, André, Routledge, 2023, p. 105-121Chapter in book (Refereed)
    Abstract [en]

    While universities and academic freedoms are under attack globally in the context of rising populism and shrinking civic and political space, universities retain some freedom to offer “protection”. Protection, in this chapter, is conceptualised along three dimensions: (1) protection as presented in human rights standards, (2) a continuum of protection derived from political science and international relations (research on gender-based violence (GBV) and neoliberal governance), and (3) understandings of the particular role of universities in protection (physical protection of people, protection of values, and protection of diverse forms of knowledge). In this chapter, we develop a multi-layered conceptualisation of universities as sites of protection that both highlight tensions and value clashes and identifies pathways that would allow universities to champion a progressive politics of protection. The chapter showcases two public universities, Makerere University in Uganda and the University of the Western Cape (UWC) in South Africa, to show how protection is both envisaged and enacted by these institutions in relation to GBV. Drawing on these three frameworks and two case studies, the chapter concludes with an overarching, if provisional, theorisation of protection, as a template to analyse the role universities play in relation to protection.

  • 243.
    Green, Jasmine
    et al.
    University West, Department of Social and Behavioural Studies.
    Buday, Matilda
    University West, Department of Social and Behavioural Studies.
    Hälsofrämjande ledarskap och arbetstillfredsställelse2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether there is a positive relationship between health-promoting leadership and job satisfaction or not. According to the hypothesis, the more health-promoting leadership, the more job satisfaction among the workers or vice versa. 

    The study was conducted with a quantitative method using a questionnaire survey. The study is aimed at people who work and the participants consisted of 110 people as we sent out questionnaires to 3 different companies where their employees have been allowed to participate of their own will.

    The result in our study indicates that there is a strong positive connection between health-promoting leadership and job satisfaction. There is a lack of previous studies that have examined the connection between these concepts. However, our results are in line with what previous researchers explain about the relationship between health-promoting leadership and job satisfaction.

    Future research should focus on clarifying the connection between health-promoting leadership and job satisfaction clearer to gain further understanding of how the relationship works.

  • 244.
    Green, Sara
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Carlander, Jessica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förskollärares perspektiv på och arbete med flerspråkiga barns språkutveckling.: ”Vi är på en pedagogisk resa”2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den tidigare forskning som finns om flerspråkiga barns språkutveckling kan berikas. Vi valde därför att studera området för att synliggöra förskollärares åsikter och arbetssätt kring ämnet för att bidra till en fortsatt forskning om flerspråkiga barns utveckling av språk. Syfte: Syftet med föreliggande studie är att öka kunskap om hur förskollärare arbetar för att stödja flerspråkiga barns språkutveckling. Metod: För att besvara forskningsfrågorna har vi valt att använda oss av intervjuer och observationer. Studien är av kvalitativ metod. Resultat: Förskollärarna visar i resultatet att viljan till att förbättra arbetet med flerspråkiga barns språkutveckling finns där men att okunskapen om vilka metoder som ska tillämpas är ett problem. Resultatet visar även att det finns likheter och skillnader i förskollärarnas åsikter kring modersmålet och de metoder som tidigare forskning beskriver.

  • 245.
    Grim, Per-Henrik
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Fantasi och skapande i undervisningen2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 85-107Chapter in book (Other academic)
  • 246.
    Gromova, Lydia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Språkutvecklande arbetssätt i vuxenutbildningen: En studie om andraspråksundervisning för vuxna studerande som läser svenska som andraspråk i kombination med yrkesämnen2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Dagens ökande globalisering i samband med de senaste kraftiga migrationsströmmarna ställer nya krav på flexibilitet och snabba förändringar inom vuxenutbildningen för att anpassas till samhällets behov. Tidigare forskning har visat att det finns ett stort behov av vetenskapliga studier som behandlar vuxnas andraspråksinlärning då den innefattar fler aspekter än enbart vokabulär, uttal och förståelse för målspråkets grammatiska system. Vuxnas andraspråksinlärning kräver kunskap om de nya sätten för nyanlända att tänka och fungera i samhället och kommunicera med omgivningen i alla olika sammanhang vilket i sin tur synliggjort behovet av fungerande språkutvecklande arbetssätt utarbetade i samråd med både yrkeslärare och lärare i svenska som andraspråk.

    Syfte: Uppsatsens syfte är att undersöka hur yrkeslärare inom vård och omsorg och lärare som jobbar på barnskötarprogrammet inom vuxenutbildningen tillsammans med lärare i svenska som andraspråk resonerar kring språkutveckling hos vuxna elever samt att synliggöra de språkutvecklande metoder och arbetssätt de nämnda lärarna ser som mest användbara att tillämpa i undervisningen av svenska som andraspråk. Ytterligare ett syfte med studien är att ta reda på hur informanterna beskriver ett samarbete mellan yrkeslärare och lärare i svenska som andraspråk på yrkesutbildningen.

    Metod: De metoder som använts i denna uppsats grundas på kvalitativ forskningsstrategi som innefattar semistrukturerade intervjuer och deltagande observationer.

    Resultat: Studiens resultat visar att de intervjuade lärarna använder olika språkutvecklande arbetssätt i undervisningen för vuxna elever, såväl skriftliga som muntliga. Dessa kännetecknas dels av samstämmighet dels av skiftande synpunkter kring vissa undervisningsmoment. En del av informanterna fastslår vikten av elevernas modersmål för andraspråksutveckling och andra menar att eleverna enbart bör prata svenska på lektionen för att uppnå en resultatrik andraspråksutveckling. Samtidigt som samtliga lärarna betonar stöttningens roll i språkundervisningen är det bara en del av dem som stöttar eleverna i praktiska undervisningssituationer. Majoriteten av informanterna anser att ett samarbete mellan yrkes- och språklärare behöver systematiseras och kontinuerligt utvärderas men då krävs rektorns övergripande ansvar för det språkinriktade arbetet på yrkesutbildningen.

  • 247.
    Grundén, Kerstin
    University West, Department of Informatics and Mathematics.
    Arbetsintegrerat E-lärande vid länsstyrelsen: utvärdering av ett pilotprojekt avseende diarieföring i Diabas2003Report (Other academic)
  • 248.
    Grundén, Kerstin
    et al.
    University West, School of Business, Economics and IT.
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Forsman, Berit
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Karlsson, Christina
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Obeid, Ayman
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Dialogue meetings as an arena for collaboration and reflection among researchers and practitioners in a prestudy of a welfare technology testbed2020In: International Journal of Engineering Management and Economics (IJEME), ISSN 1756-5154, E-ISSN 1756-5162, Vol. 14, no 8, p. 629-634Article in journal (Refereed)
    Abstract [en]

    The research question of the article is to explore whether the method dialogue meetings could be relevant for collaboration reflective learning among researchers and practitioners when welfare technology should be implemented in municipalities, or not. A testbed was planned to be implemented in a retirement home in a Swedish municipality, and the practitioners worked with a pre-study of that testbed. The aim of the article is to describe the collaboration and dialogue between the researchers and the practitioners in the dialogue meetings, and to reflect upon the potential of dialogue meetings as an arena for democratic collaboration and reflection among researchers and practitioners. The research methodology approach is participatory action research with mixed methods (dialogue meetings, focus groups,participant observations). During the dialogue meetings, the researchers learned more about the use of traditional research methods, and the practitioners learned more about how they could improve their use of the methods in order to facilitate change processes in their organization. Dialogue meetings could be relevant for reflective learning among researchers and practitioners in different organizational contexts, as a method to promote bridging the gap between practice and research in a democratic way; create inter-professional collaboration and reflection, and contribute to work change processes and sense-making.

  • 249.
    Grönlund, Emelie
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Vinqvist, Stephanie
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Vad är det som prasslar?": En kvalitativ studie om stressrelaterad psykisk ohälsa iarbetslivet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and issues: The purpose of the study was to examine, from a salutogenic perspective, professionals' perceptions and work experiences of detecting early signals on stress in working life and how they can be managed. The questions to be answered are: I)What are the expressions of mental illness in working life today? II) How can the individual discover early warning signals on stress? III) What strategies can the individual apply to promote his/her ability to cope with stress? IV) What is considered to be a health promotionfor the different system levels? Methods: The study design is qualitative inspired by the phenomenographic approach. Semistructured interviews were used for collecting data. Results: Four main categories emerged - Borderless work, Early warning signals of stress, Managing stress, Working in a health promotion manner. Eight subcategories were found –An individualistic society, Demands and achievements, Underlying causes, An unsustainable situation, The individual's own choices, Individual- and group level, Organizational level and environmental- and societal level. Conclusion: Symptoms such as fatigue, anxious and insomnia are warning signals of stress. Working in a health promotion manner in early stages is a success factor mentioned by the respondents. It is important to be responsive to early symptoms and underlying causes, that is, to examine "what is the rustle".

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  • 250.
    Gullberg, Karolina
    et al.
    University West, Department of Social and Behavioural Studies.
    Olausson, Annette
    University West, Department of Social and Behavioural Studies.
    Mångfald och variation i elevers uppfattning av sagan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:     Då skolan av tradition fokuserar mer på elevernas läs- och skrivförmåga än på deras förmåga att tala och lyssna anser vi att det är av vikt att verka även för dessa aspekter av lärande. Enligt styrdokumenten skall vi anpassa vår undervisning efter varje elevs individuella förutsättningar. En förutsättning för detta är att eleverna får möjlighet att uttrycka sig på varierade sätt.

     

    Syfte:              Vår avsikt är att undersöka hur olika elever kan uppfatta en text i en högläsningssituation. Då det finns olika sätt att uttrycka sig på bör eleverna få tillgång till varierade kommunikationsmedel. Vi använder oss av bild och samtal, då vi vill se om dessa uttryck har möjlighet att komplettera varandra och samtidigt kan fylla en egen funktion. Vi vill även se om eleverna visar några tecken på att lära av eller påverka varandra. I sammanhanget är det intressant att se hur eleverna ger uttryck för tidigare påverkan av könsmönster.

     

    Metod:            Vi har utfört en undersökning av kvalitativ art. Efter högläsning av en saga har eleverna fått ge uttryck för sin uppfattning i bild och samtal. I den påföljande analysen har vi tagit en hermeneutisk utgångspunkt då vi analyserat hur eleverna tolkat texten och vad som kan ha påverkat deras uppfattning.

     

    Resultat:         Eleverna visade en mångfald och variation i uppfattning av sagan och uttryckte även detta på olika sätt. Eleverna gav oss även prov på hur de genom interaktion och olika uttrycksmedel påverkar och/eller lär av varandra. Vi fick ökad förmåga att förstå och utveckla vårt elevperspektiv då vi fick inblick i elevernas egna perspektiv.

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