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  • 201.
    Karlsson, Leif
    et al.
    Högskolan i Kristianstad.
    Svensson, Lars
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Editorial: Work-Integrated Learning in Scandinavia2011In: Learning Communities: International Journal of Learning in Social Contexts, ISSN 1329-1440, Vol. 1, no 2, p. 2-3Article in journal (Refereed)
  • 202.
    Karlsson, Linda
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Den förutsägbara oförutsägbarheten: om flexibilitet, kompetens och lärande i skolans arbetsliv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study aimed to examine the organization of two schools by the term flexibility. School personnel was interviewed, using six semi-structured interviews, about their experiences of possible latitude and the breadth and variety of tasks. The study's purpose was to find out which learning processes and competences developed to cope with the requirement for flexibility.

    The study showed that school personnel work was unpredictable, changeable, diverse and demanding from different directions. The respondents had more tasks of an administrative nature nowadays and their professional roles have become complex and broadened. Many worked in their spare time to feel they "catch up" on work. It was felt that the organization wasn't flexible, but that it expected that employees were flexible and worked to achieve the goals with limited latitude. Respondents believed that a greater synergy between education and employment was required, so that the programs are more reality-based and updated.Colleagues, along with experience, appeared to be the most important to manage the requirements for flexibility.

    Teachers experienced, to a greater extent than other employees, more freedom and more time with colleagues and thus had greater opportunities for development-oriented learning and competence development, rather than adaptation-oriented learning. Other professionals believe that planning time and involvement in work teams is required to a greater extent for competence and learning development. This study has some similarities to earlier research, but it also shows that there is a need for more research in this area. There is a need for learning - and skills development strategies for complex jobs and how they should be managed in an empowering way. My study could be a contribution to a basis for such research.

  • 203.
    Kassem, Rim
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärares laborativa arbete i matematikundervisningen: En kvalitativ studie i åk 1–3.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Enligt Skolverket (2016) ansvarar läraren för att eleverna får möta olika undervisningsformer i matematikundervisningen, "läraren ska svara för att eleverna får pröva olika arbetssätt och arbetsformer" (Skolverket, 2016, s.15). Forskning som PISA (2012) visar att elever har ett sjunkande resultat i ämnet matematik och det kan finnas en koppling mellan de stöd eleverna får i matematikundervisningen och det sjunkande resultatet i matematik (Skolverket, 2013).

    Syfte: Syftet med studien är att undersöka vad lärare har för kunskaper om laborativt arbete i matematikundervisning, i vilken utsträckning lärarna arbetar med laborativ matematikundervisning och hur lärarna ser på laborativ matematikundervisning.

    Metod: Den valda metoden är en kvalitativ metod där semistrukturerade intervjuer har använts för att besvara studiens frågeställningar. Fem intervjuer genomfördes med utbildade lärare som undervisar i åk 1–3. Intervjuerna spelades in med en tekniskt ljudapparat. Data som samlades in transkriberades och analyserades sedan.

    Resultat: Resultatet från studien visar att lärare har olika mycket kunskaper om laborativ matematikundervisning. Trots det kunde alla definiera ett laborativt arbetssätt. Resultatet visar att lärare som påstås inte ha mycket kunskaper om laborativ matematikundervisning använder det i syftet att variera, komplement och för att belöna eleverna. De lärare som påstås ha mycket kunskaper om laborativ matematikundervisning använder sig av det som ett naturligt inslag i matematikundervisningen för att eleverna behöver det och för att gå från konkret till abstrakt vid introduktion av ett nytt arbetsområde. Det framgår även i resultatet att lärare har olika syn på laborativ matematikundervisning. Vissa lärare ställer sig positiva till laborativ matematikundervisning medan andra lyfter nackdelar som att det är tidskrävande och de finner svårigheter med att utmana alla elever.

  • 204.
    Kauffeldt, Anders
    et al.
    University West, Department of Nursing, Health and Culture.
    Velander, Eva
    University West, Department of Nursing, Health and Culture.
    Att handleda handledare: ett led i arbetsintegrerat lärande2004Report (Other (popular science, discussion, etc.))
  • 205.
    Kecevic, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Salkovic, Rusmir
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    En kvalitativ studie om prestationsbaserad individuell lönesättnings inverkan på sociala relationer inom skola2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study aimed to examine the impact of individual performance-based pay on social relations in school. School personnel was interviewed, using seven semi-structured interviews, about their experiences. The study showed that individual performance-based pay requests, clarity, justice and confirmation of their work. The respondents experienced a lack of clearly defined pay criteria.

  • 206.
    Kirpensteijn, Matilda
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Rytting, Katarina
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Förändring och ledarskap inom Human Service Organisations: En kvalitativ studie om chefers förutsättningar att leda vid förändringsarbete2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den aktuella studien är att undersöka hur första linjens chefer upplever att leda i förändringsarbete men även vilka organisatoriska villkor och kulturella aspekter som påverkar dem inom Human Service Organisations. Förändringsuppdrag sker ofta i en politisk styrd organisation för att förhålla sig till lagstiftning, politiska beslut, policyimplementeringar och rådande normskiftningar i samhället. Studien utfördes i syfte att få en unik inblick från chefernas egna perspektiv i arbetet med förändringsarbete. Studiens informanter bestod av fem kvinnliga första linjens chefer från tre olika kommuner i Västra Götaland med ansvar över budgetering, personalansvar, verksamhetsansvar och arbetsmiljöansvar. Studien genomfördes genom kvalitativa semi-strukturerade djupintervjuer med utgång i hermeneutisk ansats. Därefter genomgick insamlat material en tematisk innehållsanalys utifrån KASAM-begreppen; begriplighet, hanterbarhet och meningsfullhet. De resultat som återfanns var att första linjens chefer inom HSO upplever att kollegialt stöd är av stor vikt för dem i förändringsarbete. De uttrycker även att de kulturella faktorer och organisatoriska villkor inom organisationen ges dem i form av olika stödfunktioner och det kollegiala stödet bidrar till att de kan genomföra förändringsarbete. Våra egna slutsatser av det inhämtade materialet är att första linjens chefer inom HSO upplever sig klämda mellan tillgängliga resurser och krav utifrån att de ständigt förhåller sig till tidsbrist att utföra förändringsuppdrag. Vidare är de kulturella förutsättningar som återfunnits i resultat att cheferna anser att kollegialt stöd är av stor vikt för dem att arbeta med förändringsarbete och i förlängningen att stanna kvar på sin tjänst. Den socialpedagogiska implikationen blir vidare att förändring är ständigt närvarande i arbetet med människor.

  • 207.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Existential Questions in Religious Education: Opening up Discussions in Upper Secondary School2018In: Challenging Life: Existential Questions as a Resource for Education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre (Editor), Münster: Waxmann Verlag, 2018, 1. Auflage, p. 397-415Chapter in book (Other academic)
  • 208.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, G
    University of Gothenburg, Department of Literature, History of Ideas, and Religion,.
    Swedish religious education at the end of the 1960s: Classroom observations, early video ethnography and the national curriculum of 19622014In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, no 2, p. 202-217Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present a unique corpus of film-recorded classroom observations of sixth-grade classes (age 12-13) in the Swedish cities of Gothenburg, Partille and Trollhättan in the late 1960s. The material documents how RE could be taught in Swedish schools in line with the curriculum of Lgr 62 which internationally was an early attempt to design an approach to religious education (RE) which responded to demands of pluralism and objectivity and before the name of the subject was changed from Christian Religious Education (CRE) (Kristendomskunskap) into RE (Religionskunskap). The aim is also to scrutinise how the documented teaching and classroom activities relate to the curriculum of the time. 52 film-recorded classes in CRE have been analysed. One result-not surprisingly, as the teachers knew that they were being filmed-is that the content of teaching follows the CRE syllabus. As Christianity occupies the bulk of teaching time, it can be questioned whether the subject meets the objectivity requirement. There were few references to the experience of the pupils and the surrounding society. The heated public debate about the subject is not observable in the classroom. © 2013 Christian Education.

  • 209.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lippe, Marie Von der
    University of Bergen, Department of Archeology, History, Culture Studies and Religion, Norway.
    Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of ‘safe space’2019In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life

  • 210.
    Kjellgren, Hanna
    University West, Department of Economics and IT, Division of Law, Politics and Economics.
    Skolan som värdeförmedlare2007In: Skolan som politisk organisation / [ed] Jon Pierre, Malmö: Gleerup , 2007, p. 121-144Chapter in book (Other (popular science, discussion, etc.))
  • 211.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Business Administration.
    The "distant future" of case teaching2007In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. XIX, no 3, p. 221-228Article in journal (Refereed)
    Abstract [en]

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

  • 212.
    Kjellén, Bengt
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning in the Classroom2014In: Proceedings WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden, 2014Conference paper (Other academic)
    Abstract [en]

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

  • 213.
    Kjellén, Bengt
    et al.
    University West, Department of Economics and IT.
    Tegnborg, Annelie
    University West, Department of Studies of Work, Economics and Health.
    Vad lärare anser vara AIL2004In: Arbetsintegrerat lärande / [ed] Theliander, Jan, Lund: Studentlitteratur , 2004, 1, p. 143-152Chapter in book (Other academic)
  • 214.
    Klapp, Alli
    et al.
    University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
    Gustafsson, Jan-Eric
    University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
    The effect of being graded on later achievement: evidence from 13-year olds in Swedish compulsory school2016In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 36, no 10, p. 1771-1789Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.

  • 215.
    Klapp Lekholm, Alli
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Likvärdig betygsättning?: en problematik med två fallbeskrivningar2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 169-184Chapter in book (Other academic)
  • 216.
    Klapp Lekholm, Alli
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärares betygsättningspraktik2010In: Bedömning för lärande: en grund för ökat kunnande / [ed] Eklund, Solweig, Stockholm: Stiftelsen SAF i samarbete med Lärarförbundet , 2010, p. 20-29Chapter in book (Other academic)
  • 217.
    Klapp Lekholm, Alli
    et al.
    University of Gothenburg, Department of Education.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Effects of student characteristics on grades in compulsory school2009In: Educational Research and Evaluation, Vol. 15, no 1, p. 1-23Article in journal (Refereed)
  • 218.
    Klapp Lekholm, Alli
    et al.
    Göteborg university, Department of Education.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    The Influence of Student Characteristics and Gender on Grades in Compulsory School2008Conference paper (Other academic)
  • 219.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "I think I would have learnt more if they had tried to teach us more"2009In: ECER European Community for Educational Research, 2009Conference paper (Other academic)
  • 220.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    'I think i would have learnt more if they had tried to teach us more' - performativity, learning and identities in a swedish transport programme2012In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, no 1, p. 77-92Article in journal (Refereed)
    Abstract [en]

    This study is based on an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High). The research is part of a larger project focusing on discourses on Intelligence in Swedish upper secondary school, and how these are produced and used in different educational contexts. The title of the article quotes Emily, a hardworking and high-achieving TP student. Emily is disappointed that the academic courses much of the time operate on a rote level, and that teachers' expectations on the students in the programme generally are quite low. The present study also indicates, in line with several studies of vocational education in Sweden, that academic courses in vocational programmes often seem to provide scarce opportunity for theoretical learning and higher order thinking. Others suggest that the vocational courses present better conditions for such learning. The present article explores learning and instruction in different subjects and the conditions that are structuring them. It discusses the possibility that performativity pressure is one of the structuring forces. 'Performativity' is used here to refer to the notion that individuals and systems are valued based on their measured performances in regard to standards, and identified by those standards. Thus ascribed values become ends in themselves and render the use value of knowledge subordinate to the exchange value. This means that not only knowledge but also the pedagogical interaction and relationships become commodified. This is exactly what happens when new managerialism and economic rationality are imposed on the education system, as it has been throughout the Western world in the last decades. Swedish educational policy has gone far down this road, focusing measurable outcomes, individual choice and competition on all levels as means for quality. Still, not all spheres of education are dominated by the economistic rationality, as this articles aims to demonstrate and discuss. © 2012 Taylor and Francis Group, LLC.

  • 221.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identitetserbjudanden och lärar–elevrelationen2012In: Lärare och lärande i yrkesprogram och introduktionsprogram / [ed] Henning Loeb, Ingrid & Korp, Helena, Lund: Studentlitteratur, 2012, 1. uppl., p. 95-112Chapter in book (Other academic)
  • 222.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lika chanser i gymnasiet?: en studie om betyg, nationella prov och social reproduktion2006Doctoral thesis, monograph (Other academic)
  • 223.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    What counts as being smart around here? the performance of smartness and masculinity in vocational upper secondary education2011In: Education, Citizenship and Social Justice, Vol. 6, no 1, p. 21-37Article in journal (Refereed)
    Abstract [en]

    This article is based on an ethnographic study of the transport program, a vocational education with strong masculine tradition, in a Swedish upper secondary school. It looks at the ways that notions of intelligence and smartness are culturally produced and used in the daily practises of students and teachers. In the article, I discuss how such notions inform, but also limit, students' learning and their constructions of identity in school, with possible consequences for their futures, and for the reproduction of social and gender-based inequalities in the wider society. My aim is to challenge taken-for-granted assumptions about cognitive ability and school results, and to point to the capacity of the concept of smartness as such to contribute to producing unequal outcomes in a school system, which allegedly offers all students, regardless of social background and gender, equal chances to succeed. © The Author(s) 2011.

  • 224.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erlandson, Peter
    Beach, Dennis
    Jonsson, Anna-Carin
    What counts as being smart around here?: Students' identity making and valued discourses in vocational upper secondary education2009In: Oxford Ethnography and Education Conference, 2009Conference paper (Other academic)
  • 225.
    Kristensen, Alexia
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Schön, Cecilia
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Kan ökad kompetensutveckling, arbetsengagemang och arbetstillfredsställelse öka arbetstagarens avsikt att stanna på arbetsplatsen?2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Organizations strive to maintain competence in the workplace in order to continue to be competitive in today's labor market. The study was based on social exchange theory (SET) and Job Demands-Resources (JD-R). Hypotheses were based on positive correlations between competence development (KU), work engagement (AE), job satisfaction (AT) and intention to stay (AS).

    The purpose of the study was to investigate the links between competence development, work engagement, job satisfaction and the intention to stay in the workplace. Furthermore, the study investigated which of these variables was most crucial for the employee's motivation to stay in the workplace.

    The participants in the study (N 56) answered a questionnaire intended to measure KU, AE, AT and AS. The survey questions were constructed from previously validated measuring instruments.

    The results analysis was carried out using Spearman's rank correlation analysis, which showed that all variables correlated highly with each other and showed statistical significance (p ≤ .001).

    The conclusion in the study was that all variables, correlated with each other, and that work involvement was the variable that showed the strongest correlation with intent to stay.

  • 226.
    Krohn, Karin
    et al.
    University West, Department of Social and Behavioural Studies.
    Claesson, Silwa
    Blivande språklärares syn på sin utbildning2004Report (Other (popular science, discussion, etc.))
  • 227.
    Kurdian, Nancy
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    "... Jag utgår istället ifrån att träffa människor på rätt nivå...": En studie om professionellas erfarenheter av lärande i etableringsuppdraget för nyanlända på Arbetsförmedlingen2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The influx of refugees to Europe has influenced the quantity of newly arrived immigrants in Sweden. The process of establishment of newly arrived has therefore become an important aspect of the country's public health. Significant aspects from a public health perspective involve employment and work, as it promotes stimulation and participation. The Employment Agency, Arbetsförmedlingen, is an authority on the Swedish labor market. It has the intension to establish newly arrived on the labor market, which is the purpose of to the establishment programme.

    The professionals at the Employment Agency could be considered a heterogeneous working group, as they have different academic backgrounds. The question is whether the professionals have competence, or can develop competence, to contribute to an establishment process where newly arrived will experience manageability and meaningfulness in their establishment. The study has had a qualitative method inspired by a phenomenological approach, with the purpose of conducting seven semi-structured interviews. A qualitative content analysis has been conducted to let the result appear independently.

    The result highlighted the importance of three themes, processes, learning and development, that may be interpreted as essential to the professionals' learning at the Employment Agency. Furthermore, the results indicate that support and conditions are important aspects for learning.

  • 228.
    Käkelä Johansson, Jonna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Lavén Lindh, Jonna
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Internet - ett laglöst land: en kvalitativ studie om hur elever uppfattar skolans arbete mot kränkningar på nätet.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to enlighten the problems that come with the society's digital growth.As young people spend more and more time online and on social media, the violations occurring in the physical environment become less and instead become more common in this new environment, which is the internet.Today, the The National Agency for Education has developed rules that require the school to take action if a student becomes a victim of cyber bullying, whether it happens in school or outside of the school.The National Agency for Education has discovered that schools now a days work too reactively, and that no action is taken before something happens.Through a qualitative study, in the form of interviews, we wanted to get a deeper understanding of the students in grade eight perspective on how the school is currently working towards prevent cyber bullying.We believer that the students are the source of what is happening online and their perceptions and experiences are important in order to develop preventive plans against cyber bullying.The result shows that students are quite unaware whether there are rules or not when it comes to cyber bullying. However, they feel more confident about rules relating the physical environment.The students continue to explain that there are a few things that make them hesitate in their decision,turning to teachers if cyber bullying would occur. They explain the reasons, such as lack of trust, not feeling safe and communication difficulties.

  • 229.
    Laagen, Nathalie
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Wuscha, Frida
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Kan trivsel läras ut?: En studie om trivselfaktorer och lärande2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is done on behalf of one of the departments. The study has been carried out on two departments where there was two main focuses. One of them was to identify and investigate the psychosocial working environment with a focus on comfort. The second was about whether job satisfaction can be taught to other. The theories that have been used are Sense Of Coherence, Montessori and Maslow´s motivation theory.In previous studies it has emerged that employees need to be encouraged to create measures that contribute to increased job satisfaction and motivation to develop and increase work performance of the department. The methodology for this study was a form of triangulation with both questionnaires and interviews. The analysis is made with the inspiration of qualitative content analysis. The sample for the study was nurses and assistant nurses who participated in both the questionnaires and the interviews. The results have shown that there are many factors that influence job satisfaction, some of these are physical work environment and culture. The question remains whether job satisfaction can be taught or not. Further reading will be provided in the report and there it tries to answer this question.

  • 230.
    Lagrosen, Stefan
    University West, Department of Economics and IT, Division of Business Administration.
    Lärande marknadsföring för självförverkligade markadsförare2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen,Stefan, Lundh Snis, Ulrika& Nehls, Eddy, Lund: Studentlitteratur , 2010, 1. uppl., p. 221-234Chapter in book (Other academic)
  • 231.
    Lagrosen, Stefan
    et al.
    University West, Department of Economics and IT, Division of Business Administration.
    Lundh Snis, UlrikaUniversity West, Department of Economics and IT, Division of Computer Science and Informatics.Nehls, EddyUniversity West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Lärande i och för det nya arbetslivet2010Collection (editor) (Other academic)
    Abstract [sv]

    Oavsett vilka förändringar man vill göra i en organisation måste dess medlemmar lära sig någonting nytt. Alltför ofta går emellertid förbättringsinsatser om intet därför att man inte har förmått åstadkomma ett verkligt lärande. Med ett djupgående lärande kan organisationer i stället lyckas med att uppnå sina mål avseende kvalitet, arbetsmiljö och ekonomisk framgång – samtidigt som deras medlemmar trivs och är delaktiga.

    Lärande i och för det nya arbetslivet täcker in väsentliga infallsvinklar på vuxnas lärande inom organisationer och vänder sig till studenter, forskare och alla som arbetar med någon form av personalansvar. Läs mer om boken på studentlitteratur.se

  • 232.
    Lagrosen, Stefan
    et al.
    University West, Department of Economics and IT, Division of Business Administration.
    Lundh-Snis, Ulrika
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Nehls, Eddy
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Lärande i och för det nya arbetslivet: en syntes2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lund Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 295-305Chapter in book (Other academic)
  • 233.
    Lagrosen, Yvonne
    et al.
    University West, Department of Engineering Science, Division of Process and Product Development.
    Winroth, Jan
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Organisatoriskt lärande för kvalitet och hälsa2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika & Nehls, Eddy, Lund: Studentlitteratur , 2010, 1. uppl., p. 235-253Chapter in book (Other academic)
  • 234.
    Lahtela, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gillenäng, Karin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Ger det fria arbetet frihet: En studie om balans mellan arbete och privatliv2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study treats the construction and maintenance of balance between work and private life and how flexibility in the workplace is perceived. The study was conducted using semi-structured interviews and these have been conducted in five large companies around Gothenburg. The analysis and results are based on the phenomenographic method approach and the final results were four themes: Balance, Flexibility, Combining family and work and lifelong learning with related subcategories. The result shows that the construction and maintenance of balance between work and personal life is something that is tied to the indi-viduals and the current situation in life. Two of the most common strategies to maintain a dis-tinction proved to be planning as well as other activities, in order to move the focus away from the work. In the larger picture flexibility of work turned out to be something that all re-spondents are in favor of, and not perceived as something stressful

  • 235.
    Lassbo, Göran
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att bygga en professionell identitet2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1., p. 83-101Chapter in book (Other academic)
  • 236.
    Lekholm, Alli Klapp
    et al.
    University of Gothenburg, Department of Education.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Discrepancies between school grades and test scores at individual and school level: Effects of gender and family background2008In: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 14, no 2, p. 181-199Article in journal (Refereed)
  • 237.
    Lethagen, Anna
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Wasmouth, Karin
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Blandstad: En kvalitativ studie om stadens utformning och dess påverkan på folkhälsa2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Health and urban planning are naturally linked together. Through time strategies have

    differed to promote health and well being of citizens. The built environment is

    through availability, safety and attractiveness, along with access to work and

    supportive social networks required as prior conditions to promote health. The

    concept of mixed-use can be seen as an ideal in urban planning of today. The study

    intends to shed light on today's urban ideals and urban development in relation to

    public health. For collection and process of data the qualitative method of Grounded

    theory is used as inspiration. The study is based on interviews of officials and

    politicians in the city of Gothenburg. The data is founded on their knowledge and

    experiences of mixed-use in relation to urban development in Gothenburg. In

    addition, the data of the study relates to a public health perspective, based on four of

    the public health objectives of the Swedish National Institute of Public Health a long

    with science and theories of public health. The result of the study indicate that the

    informants picture of the concept of mixed-use differ from vision and reality. From

    the result of the study it emerges that mixed-use that can preserve the social

    dimension have good possibilities to promote public health.

  • 238.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Nilsson, Ann
    University West, School of Business, Economics and IT, Division of Media and Design.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wicke, Kurt
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordic Innovation Networks in Education: Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design2012In: Uddevalla Symposium 2012 : Entrepreneurship and Innovation Networks. Revised papers presented at the 15th Uddevalla Symposium 14-16 June, 2012, Faro, Portugal. / [ed] Bernhard, Irene, 2012, p. 553-571Conference paper (Refereed)
    Abstract [en]

    This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.

     

  • 239.
    Lundqvist, Torgny
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Wadsö, Annika
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Ett samtal om samtal: Chefers upplevelse av medarbetarsamtalet som förändringsverktyg2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to examine employee review, based on a manager perspective with an interest in what effects leaders' experience it is generating, and how they use the employee review in the development of their organization. The method used in this study is qualitative and comprises eight semi-structured interviews, in which individuals with personnel responsibility where given the opportunity to share their comprehension off and experience from the phenomenon employee review, and its importance based on their position in the organization. The result shows that the employee review is a time and energy-intensive effort for the managers who sometimes have to make their spare time available for the task.Dialogue and social skills are highlighted as key factors for a good conversation, and the participants in the study relies on their self-generated experience and feel confident in their professional role in the implementation of employee review. This study contributes to deeper knowledge of the managers' experience regarding the employee review and its potential as an organizational management tool, and can contribute to future research as a complement to studies regarding the employees' experience. The results shows that it may also be of interest to study employee reviews through observations of the interview, how well the practical implementation is in line with the manager's intentions on business development.

  • 240.
    Lundström, Marita
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Energibesparing i ord och handling: Installation av energisparsystem och undervisning om elenergi i relation till hållbar utveckling : förskoleanställdas erfarenheter och förskolebarns förståelse2017Report (Other academic)
    Abstract [sv]

    Centrum för hållbar utveckling (CHU) på Högskolan Väst har tillsammans med teknikföretaget Raybased finansierat och genomfört detta forskningsprojekt om energibesparing. Syftet med riktade samverkansprojekt är att främja forskning och/eller utveckling i nära samarbete mellanforskare och externa aktörer. I ett samverkansprojekt är det forskaren och den externa verksamheten/aktören som tillsammans formulerar de frågeställningar som ska studeras, och undersökningens upplägg och metod arbetas fram i dialog mellan forskaren och samverkansparten. Avsikten med samverkansprojekt inom CHU på Högskolan Väst är att de ska främja kunskapsutveckling kring hållbarhetsfrågor. Det här forskningsprojektet syftar till att få fördjupad kunskap om brukarnas upplevelser av såväl implementering som användande av ett nytt energisparsystem på en förskola i Trollhättan. Systemet installerades av Raybased och omfattar belysning, värme och ventilation på förskolans samtliga tre avdelningar. I samband med installationen byttes armaturerna ut, och dimrar och rörelsevakter för belysningen installerades i vissa utrymmen. På varje avdelning finns numera också en display(läsplatta) med hjälp av vilken personalen kan reglera belysning, värme och ventilation samt avläsa statistik över energiförbrukningen på de olika avdelningarna. Studien undersöker även om energisparsystemet kan knytas till den pedagogiska verksamhetens innehåll. Det görs i form av en lärstudie (delstudie 2) med fokus på hållbar utveckling där vi prövar om förskolebarn kan utveckla en förståelse för hur vatten kan omvandlas till elenergi.

  • 241.
    Magnusson, Malin
    University West, Department of Health Sciences.
    Vi är inte där bara som lärare, utan som kompisar som hjälper med läxhjälp och inspirerar till framtida studier: En kvalitativ studie om lärande och kompetens hos läxhjälpare2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following qualitative study seeks to investigate the signification of competence of someone who is helping with homework and how it can be taught. In the research six people who is helping with homework have been interviewed, all of them working for the non-profit organization "Stiftelsen läxhjälpen" which hires students from universities. The organization offers homework help for pupils in 8th and 9th grade who is struggling in school and have to increase their ratings in order to be accepted into high school. The study is inspired by a phenomenology approach and is aiming to catch the participants experiences of the phenomenon which in this study is the competence of them who is helping with homework. The result showed that in order to help with homework you need the ability to be innovative, build relationships, motivate and encourage others, break a vicious circle and teamwork and the need of support. The result has similarities with previous research about the competence of teachers, however there is not much to find about the competence of someone who help with homework, the competence which you do not get primarily through formal education, the so-called substantial competence.

  • 242.
    Magnusson, Marie
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Niklasson, Johanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pojkar är yviga medan flickorna har mer finess: En studie om språkstimulering ur ett genusperspektiv vid samlingar med barn2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Vårt syfte med studien har varit att undersöka pedagogernas föreställningar om språk och språkstimulering samt studera hur de stimulerar barns språk under samlingstillfällen i förskolan. Studien tar sin utgångspunkt i ett genusperspektiv. Bakgrund: Detta är ett ämnesområde som är omdebatterat i media idag och intresset för detta är stort. Det diskuteras mycket om vikten av att ge flickor och pojkar lika mycket utrymme. Vi ansåg också att det var viktigt att lyfta fram den här typen av forskning för att medvetandegöra hur våra grundläggande föreställningar påverkar det vardagliga arbetet i förskolan. Vi har i vårt arbete haft för avsikt att redovisa ett urval av forskning som gjorts inom fälten: språk, samling och genus. Vidare har vi beskrivit vad som främjar barnets språkliga utveckling, både i allmänhet och i det vardagliga arbetet på förskolan samt att pedagogen beskrivit vilken roll denna har för barnets språkliga utveckling. I arbetet har vi också presenterat tidigare forskning gällande samlingar samt beskrivit hur dessa fungerar ur ett genusperspektiv. Metod: Vi använder oss i vår uppsats av kvalitativa metoder, intervjuer samt observationer. Vi intervjuade sex pedagoger och observerade två av dessa. Observationen skedde under respektive pedagogs samling med barnen. Pedagogerna arbetade på fyra olika förskolor. Alla intervjuerna spelades in för att få en ökad tillförlitlighet i analysen och resultatet. Vi valde dessutom att spela in intervjuerna på två olika media för att vara säkra på att inget skulle vara otydligt och ifall ett av medierna eventuellt kunde ha gått sönder. Vi har i vårt intervjumaterial sedan kategoriserat informanternas svar och försökt att hitta variationer och likheter i dessa. Resultat: När vi frågade pedagogerna om barnens sätt att uttrycka sig språkligt skilde sig åt beroende på om det var en pojke eller flicka som gjorde uttalandet fick vi också en stor variation i informanternas svar. Vi har av våra informanter fått olika svar om hur de arbetar med samlingen som en språklig stund. Många anser inte att samlingen är den mest ideala tidpunkten för att arbeta med språket utan att det hellre finns andra stunder där de i större utsträckning främjar detta. Vi har också i våra observationer sett hur det i pedagogernas arbete kan skilja sig åt, hur pedagogerna arbetar både med språk och med genus. Pedagogerna har, både i intervjuerna och i observationerna, visat på hur de arbetar i samlingen utifrån språk och genus och vi har sett att de gör skillnader i sitt sätt att handla beroende på om det är en pojke eller en flicka som till exempel skall besvara en fråga eller göra ett uttalande i samlingen.

  • 243.
    Mahamoud, Hani
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Midhat, Shadan
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Doulatjänsten förbereder kvinnan för förlossning och Mammaforum förbereder kvinnans integration i samhället": En kvalitativ studie baserad på nyanlända kvinnors och doula/kulturtolkars erfarenheter av ett projekt med empowerment-perspektiv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study pedagogy as the main field and the empowerment focus. The study was conducted on the Organization Mammaforum with a focus on immigrant women who are working both within the organization and seeking support through it. The more established women work as doulor/cultural interpreters and those seeking support newly arrived women. Doula are women who have experienced childbirth and the care of children and are willing to help other women with this. Since doula is of foreign workers the same time as cultural interpreters, it means that they will help the organization to interpret the participants' cultures. Similarly, helps participants to understand the

    The purpose of the study is to contribute knowledge about doulor/cultural interpreters and the participants' experiences of participation and learning in Mammaforum. But also what experience doulor/cultural interpreters have to be newly immigrated sometime to Sweden.

    The empirical data has been gathered using qualitative methods, and eight interviews were conducted with both doulorna/cultural interpreters and newly arrived women within the organization. The data has been transcribed and analyzed by a method of analysis that has produced three themes, they are experiences, integration and security. The themes have been central to the outcome of the empirical data and provides a picture of the informants' experience of the situation as a new arrival in a foreign country. And what possibilities Mammaforum offers the newly arrived women in order to be integrated into Swedish society, the sense of security by the sociability of Mammaform have also been described. The study started from the hermeneutic phenomenology as a perspective for the analysis of data. Hermeneutic phenomenology applied in the study by having the person concerned the experiences and perceptions in focus and therefore the results of the empirical data presented without the authors' own interpretations, as this is central to phenomenology. What in hermeneutics have had relevance to the study is that the authors' own understanding has been influenced by and influenced the study.

    The study shows that the informants experience positive opportunities by Mammaforum, doulorna express a high degree of learning and security of some of the participants. Then Mammaforum offers language training and is a meeting place for support and socializing. Participants describe a higher self-esteem, confidence and enabling them to get to know Swedish society/culture and the foundation of the language, which gives a better sense of self. Participants experience security through doulornas support during childbirth and the close relationship between them, and between the participants themselves in Mammaforum.

  • 244.
    Majlöv, Monica
    et al.
    University West, Department of Nursing, Health and Culture.
    Blom, Petra
    University West, Department of Nursing, Health and Culture.
    ”Att möjliggöra för att gåvidare i livet”: Upplevelsen av känsla av sammanhang bland tibetanska flyktingar i Dharamsala, Indien2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Tidigare forskning visar att känsla av sammanhang har betydelse för hur människor i stressfulla situationer kan upprätthålla hälsa och klara av stress. Studien har genomförts bland tibetanska flyktingar i Dharamsala, Indien, ett urval av människor som drabbats svårt av traumatiska händelser.

    Syfte:

    Syftet med studien är att beskriva och tolka innebörden i tibetanska flyktingars upplevelser av känsla av sammanhang.

    Metod:

    Fenomenologisk hermeneutisk metod

    Resultat:

    Innebörden av upplevelsen av känsla av sammanhang var att möjliggöra för att gå vidare i livet. Känslan av sammanhang var en resurs som gjorde det möjligt för flyktingarna att gå vidare i livet dvs. skapa nya sammanhang och rekonstruera sina liv. De gjorde det på ett flexibelt sätt med hjälp av livsstrategier. Socialt stöd, religionen, kulturen och traditionerna var alla resurser som var viktiga att ha med sig för att kunna bygga upp känsla av sammanhang och kunna gå vidare i livet.

    Konklusion:

    Denna nya kunskap kan relateras till den centrala målsättningen i Ottawa dokumentet (WHO, 1986) för hälsofrämjande arbete, att möjliggöra, dvs att skapa förutsättningar för människor att upprätthålla hälsa och få kontroll över livet. Flyktingarna fick möjlighet att ta kontroll över livet genom sin känsla av sammanhang. Forskning visar att

    hälsofrämjande arbete i viss mån saknar teoretisk grund och att den salutogena teorin här kunde vara ett viktigt komplement till övriga teoribildningar inom hälsopromotion.

     

  • 245.
    Malm, Annica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Something that you're passionate about": Motivation and Integrated English in VocationalProgrammes2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The importance of motivation in language learning has been emphasised and paid more attention to the last decades, and the topic of student motivation has also been touched upon in the Swedish school system. The issue of low results in the vocational programmes have been scrutinised both in media and the National Agency of Education, which resulted in an integration between the character subjects and the core subjects. The idea is to increase the students' motivation to the core subjects by integrating them with the character subjects in the vocational programmes. Therefore, integration is executed by teachers in vocational programmes, and included in the curriculum for upper secondary schools.

    The aim of this study is to investigate students' attitudes toward integrated and non-integrated English, and how it influences their motivation. 10 interviews have been carried out in the Electric and Construction programme, and the data has been analysed using a thematic analysis. Themes have been selected and discussed in relation to the aim and research question.

    The result shows that the students feel that the integrated English is useful, but that non-integrated English within their personal interests is the most motivating content in the English course. Students want to be more involved in their education and the need to express their unique personalities seems to be of importance when it comes to learning English. The results indicate that the concept of integration might not be the most motivating aspect to focus on, but rather the individual aspects of the students and what they feel is motivating

  • 246.
    Martinsson, Eivor
    et al.
    University West, Department of Social and Behavioural Studies.
    Larsson, Ellinor
    University West, Department of Social and Behavioural Studies.
    Förskolebarnens utevistelse: Pedagogernas reflektion kring utomhusmiljöns betydelse2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Av tradition är utevistelse på förskolan en viktig del av verksamheten och man tillbringar mycket tid utomhus. Därför är det av stor vikt att tiden utomhus förses med betydelsefullt innehåll för att barnen skall utvecklas och lära, för att det skall ske på ett meningsfullt sätt bör man som pedagog erbjuda barnen meningsfull utevistelse. Utemiljön skall ses som ett komplement till inomhus miljön.

    Vi ville med vår studie undersöka hur pedagogerna på förskolan reflekterar kring utevistelsen. Vidare ville vi ta reda på vilken roll pedagogerna har i utevistelsen på förskolan. Är det en tid för enbart fri lek eller ser pedagogerna att man kan använda utevistelsen till pedagogiska aktiviteter och på så sätt utnyttja den för barnens utveckling och lärande.

    Studien är gjord med sex stycken pedagoger från två olika förskolor i kvalitativa intervjuer med oss båda som intervjuare. Vi delade upp dem så att båda gjorde lika många intervjuer och använde oss av en diktafon och till viss del penna och papper. Analysen genomfördes utifrån Kvale och Brinkmann (2009) sex steg och former.

    Vår undersökning visar att alla pedagogerna ser mycket positivt på utevistelsen. De anser att allt man kan göra inomhus kan man göra utomhus. Barnen utvecklas och lär sig mycket i utomhusmiljön. När det gäller hur pedagogerna planerar inför utevistelserna är det främst när man skall lämna förskolegården som planering sker. När man går till exempel till skogen eller har sin utedag planeras den utifrån tema eller kopplas till de styrdokument som förskolan skall arbeta efter. Vid utevistelsen på gården är det mer fri lek barnen sysselsätter sig med.

  • 247.
    Masic, Lejla
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Taherianfard, Raha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Det är bra att det går framåt men det går för fort: en fenomenografisk studie kring seniorers perspektiv på IT, användning och lärande2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 248.
    Mc Grath, Alice
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Nilsson, Viktoria
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Hur kan arbetsgivare attrahera och behålla millennials på arbetsplatsen?: En studie gjord på ekonomer med akademisk utbildning2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to research what attracts millennials to certain jobs as well as what affects them to leave a current workplace. In a labor market which is becomning increasingly competative from an employers perspective regarding competence, more knowledge about what increases the chance of attracting as well as keeping the millennial generation at a workplace is needed. The participants in this study were nine economics with an academic education who were born between 1980-1999. Out of the nine participants, five were women and four were men. This was a qualitative study and semi-structured interviewes were used as a method to collect data. The interviews were approximently 45 minutes long and were recorded to be transcripted afterwards. The collected data was then analysed through thematic analysis resulting in four themes: freedom, development for the future, organisational culture and employer brand. The results showed that these factors have an affect on millennials intent to apply for a job. All of the factors mentioned, besides the employer brand, also affected their desire to stay at a current workplace.

  • 249.
    Mehrstam, Christian
    Institutionen för litteratur, idéhistoria och religion, Göteborgs universitet.
    Från ryska dockor till slutbossen i Chrono Trigger: social cybernetik som sätt att lära2009In: Manus, ISSN 2000-4028, no 4Article in journal (Other (popular science, discussion, etc.))
  • 250.
    Mehrstam, Christian
    Göteborgs universitet. Humanistiska fakulteten.
    Textteori för läsforskare2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The dissertation examines a prevalent problem in reception studies: how can we actually observe and describe the text (defined as an element that enables and restricts reading experiences) as either given and transcendent to any reading practice or as uniquely produced in each reading? The author tries to find a solution by aid of Wittgenstein's philosophy of language, Kenneth Burke's socio-rhetorics and Niklas Luhmann's systems theory. These perspectives are discussed in turn and tested in readings of a few pages on Mayakovsky and futurism taken from a textbook. The reading practices are constructed from national upper secondary school curricula. Wittgensteinian life-forms, language games, rules, family resemblances and aspects are found to be sufficient to outline the principles but not the details of a functional text theory. Burkean form, identity and dramatism provide a lot of detail, but cannot answer important questions about artifacts and self-observation. These answers can be provided by use of Luhmann's autopoiesis, form, structural couplings, persons and self-reference, but at the cost of great abstraction and loss of analytical clarity. The last chapter presents the conditions that need to be filled by any text theory with the ability to solve the problem. Most importantly, text, reader and reading practice must be considered as immergent, meaning that they are properly visible only from inside practices, which are always communal. In order to observe any text, the scholar must learn to immerse himself in the specific reading practice by way of its outward tokens (written rules, verbal accounts etc). The aspect seeing needed to perceive the text and describe its potential effects on reading experiences can only be acquired in the identity of a member of the specific reading community

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