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  • 1.
    Bernhard, Iréne
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Gustafsson, Mariana
    Linköping University, Linköping, Sweden.
    Hedström, Karin
    Örebro University, Örebro, Sweden.
    Sefyrin, Johanna
    Linköping University, Linköping, Sweden.
    Wihlborg, Elin
    Linköping University, Linköping, Sweden.
    A digital society for all?: Meanings, practices and policies for digital diversity2019Ingår i: Proceedings of the 52nd Hawaii International Conference on System Sciences, 2019, 2019, s. 3067-3076Konferensbidrag (Refereegranskat)
    Abstract [en]

    The concept of digital divides has been on the agenda in research and policy making for at least the last 20 years. But it is still, a challenge to grasp this concept that is so elusive and transforming. Inclusion, access and equality are still key values for democratic governance and must be addressed in particular when forming and contributing to a digital government. This paper seeks to intervene in current debates on digital divides and digital inclusion by analyzing two cases of responses among street-level public administration in relation to e-government services in Sweden. The case studies are strategically chosen and conducted in national agencies and in local public libraries. Three lines of contributions are discussed, firstly thei mportance to care for equality secondly the need to seethe non-users, and thirdly to discuss the potential of putting focus on digital diversity.

  • 2.
    Larsson, Lena G
    et al.
    Närhälsan Kungshamn Health Centre, Region Västra Götaland, Kungshamn, Sweden; University of Gothenburg, Academy of Sahlgrenska, Institute of Medicine, Gothenburg, Sweden ; Närhälsan Research and Development Primary Health Care, Region Västra Götaland, Fyrbodal, Sweden.
    Bäck-Pettersson, Siv
    Närhälsan Research and Development Primary Health Care, Region Västra Götaland, Fyrbodal, Sweden.
    Kylén, Sven
    Närhälsan Research and Development Primary Health Care, Region Västra Götaland, Fyrbodal, Sweden; Chalmers University of Technology, Centre on Health Care Improvement and Innovation, Gothenburg, Sweden .
    Marklund, Bertil
    University of Gothenburg, Academy of Sahlgrenska, Institute of Medicine, Gothenburg, Sweden ; Närhälsan Research and Development Primary Health Care, Region Västra Götaland, Fyrbodal, Sweden.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Carlström, Eric
    University of Gothenburg, Academy of Sahlgrenska, Institute of Medicine, Gothenburg, Sweden; University of Gothenburg, Academy of Sahlgrenska, Institute of Health and Care Sciences, Gothenburg, Sweden; University of South-East Norway, Notodden, Norway.
    A national study on collaboration in care planning for patients with complex needs2019Ingår i: International Journal of Health Planning and Management, ISSN 0749-6753, E-ISSN 1099-1751, Vol. 34, nr 1, s. E646-E660Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    INTRODUCTION: The purpose of this study was to investigate inter-organisational collaboration on care planning for patients with complex care needs. Internationally, and in Sweden where the data for this study was collected, difficulties in care planning and transition of patients between the main health care providers, hospitals, municipal care, and primary care are well known.

    METHOD: A survey of a total population of care managers in hospitals, municipalities, and primary care in Sweden was conducted. The study assessed accessibility, willingness, trustworthiness, and collaboration between health care providers. Data were analysed with descriptive statistics, bivariate, and multivariate regressions.

    RESULTS: The results indicate that Swedish health care providers show strong self-awareness, but they describe each other's ability to collaborate as weak. Primary care stands out, displaying the highest discrepancy between self-awareness and displayed accessibility, willingness, trustworthiness, and collaboration.

    CONCLUSION: Inability to collaborate in patient care planning may be due to shortcomings in terms of trust between caregivers in the health care organisation at a national level. Organisations that experience difficulties in collaboration tend to defend themselves with arguments about their own excellence and insufficiency of others.

  • 3.
    Olsson, Anna Karin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Arvemo, Tobias
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bachelor students in research projects: boosting WIL and University-Society Collaboration2019Ingår i: INTED2019 Proceedings / [ed] , L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, s. 3015-3021Konferensbidrag (Refereegranskat)
    Abstract [en]

    Drawing from the experiences of student projects organized and developed in accordance with work integrated learning, this paper contributes to the understanding of conditions necessary for successful implementation and sharing of knowledge in such projects as well as perceived benefits of university society collaboration. A case study was carried out focusing on student research projects on two parallelbusiness administration courses on Bachelor level. Students applied their skills in information literacy searching for and critically interpreting current research as well use of digital tools and social media platforms for data collection in their studies. The projects were initiated and presented by an external organization, which both supported the students in various ways during their work and received the completed results by the end of the courses. Students focused on themes such as the challenges of internal and external organizational communication, digital divides, inter-organizational collaboration,youth perspectives and sustainability. The empirical material of this study was collected from sourcess uch as course syllabi and instructions, observations, student reports and reflections, presentations,meetings, conversations and interviews members of the principal organization. The results show that the students perceived their tasks as stimulating and important due to the interaction and feedback received from the external principal, utilization of their course assignments as well as the opportunity to relate theory to practice. The external organization in turn received reports that may be used for decision-making purposes at a low cost, however what was perceived as most rewarding was the interaction and dialogue with students to get their perspectives on contemporary issues. Furthermore, collaboration with students was also viewed as means for future recruitment. In can thus be concluded that students, if allowed to interact and work with external organizations, play an important part in disseminating both results from and understanding for academic research in society. However, to realize successful student research projects this paper also discusses the need of legitimacy, access to external networks and organizations willing and able to deliver relevant topics for student research as well asstudent support along the way.

  • 4.
    Norström, Livia
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Boundaries of Logics in Municipality Communicators' Facebook Practice: Towards a New Public Service Competence2019Ingår i: Proceedings of the 52nd Hawaii International Conference on System Sciences 2019, 2019, s. 3097-3106Konferensbidrag (Refereegranskat)
    Abstract [en]

    With an increased use of external online platforms, digital government logics are gradually intertwined with external, algorithmic, crowd-influenced value logics of social media platforms. This new scene especially affects administration, which can no longer neutrally deliver public service, but becomes involved in processes of consideration and judging what rules and traditions seem most appropriate in the situation.Through deep interviews and workshops with municipal communicators, we examine this balancing act when communicators use social media for external communication. We use a practice perspective to characterize and conceptualize an emerging approach to public service.

  • 5.
    Islind, Anna Sigridur
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lindroth, Tomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundin, Johan
    University of Gothenburg, Department of Applied IT, IT Faculty, Gothenburg, Sweden.
    Steineck, Gunnar
    University of Gothenburg, Clinical Sciences, Sahlgrenska Academy, Gothenburg, Sweden.
    Co-Designing a Digital Platform with Boundary Objects: Bringing Together Heterogeneous Users in Healthcare2019Ingår i: Health and Technology, ISSN 2190-7188, E-ISSN 2190-7196, Vol. 9, nr 4, s. 425-438Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Healthcare is increasingly permeated with digital platforms supporting cooperative care involving different professional groups and also patients. New mobile technologies allow for patients to continuously monitor and document their symptoms to support better healthcare, as well as self-care. The successful design of such multi-user platforms calls for new design approaches involving heterogeneous conditions and goals. This paper analyzes theuse of boundary objects in design as a mediator for different users' needs and conditions. Our research is conducted at a clinic supporting cancer survivors in their struggles with treatment induced illnesses, a treatment heavily dependent on new medical research as well as on patient involvement. The data is collected ethnographically over two years following a design project that developed a digital platform to support the care provided by the clinic. We describe how useful boundary objects transform over time, from rich narratives, to conceptual formulations and finally into concrete prototypes of the platform. We argue that understanding such a transformation can inform the design of healthcare platforms and guide future design processes, where co-designing with boundary objects can be especially useful as a design approach when doing design complex settings, such as healthcare settings.

  • 6.
    Holmgren, Daniel
    et al.
    Department of Pediatrics, Skaraborg Hospital, Skövde, Sweden / Institute of Clinical Sciences, University of Gothenburg, Gothenburg, Sweden .
    Skyvell Nilsson, Maria
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Wekell, Per
    Department of Pediatrics, NU-Hospital Group, Uddevalla, Sweden / Institute of Clinical Sciences, University of Gothenburg, Gothenburg, Sweden.
    Combining learning for educators and participants in a paediatric CPD programme2019Ingår i: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 19, nr 1, artikel-id 28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Most continuing professional development (CPD) programmes do not include an educational training module. In our country, educational practice in the areas of CPD and continuing medical education relies traditionally on conventional lectures. This is in sharp contrast to the educational research that clearly demonstrates that educational programmes emphasising adult learning methods have greater potential to change physicians'clinical practice. To investigate whether lecture-oriented educators were prepared to change their educational practice towards principles of adult learning, we decided to combine learning for educators and participants in a paediatric CPD programme.The aim of the study was to investigate educators' reflections on their learning and educational practice after they have undergone an educational skills component integrated in the implementation of a CPD learning module for paediatricians and evaluate the results from the participants' perspective.

    Methods: The objectives of the educational skills component of the learning module were developed according to adult learning theories. The learning objectives for the CPD learning module were based on a pre-course needs assessment. Evaluations were made using questionnaires.

    Results: Seven of 10 participants in the educational skills component of the learning module and all the participants, 13 paediatricians and 14 nurses, who participated in the learning module, answered the questionnaires.The results of this pilot study show that educators whose main experience of teaching was based on lectures were strengthened in their practice; they defined their competence and were prepared to move towards adult learning principles. The participants in the learning module expressed a high degree of satisfaction.

    Conclusions: We conclude that it is feasible to combine learning for educators and participants in a paediatric CPD programme and that lecture-oriented educators are prepared to change their educational practice towards principles of adult learning.

  • 7.
    Hrastinski, Stefan
    et al.
    KTH Royal Institute of Technology,Division of Digital Learning, Stockholm, Sweden.
    Olofsson, Anders D.
    Umeå University, Department of Applied Educational Science, Umeå, Sweden.
    Arkenback, Charlotte
    University of Gothenburg, Department of Applied IT, Gothenburg, Sweden.
    Ekström, Sara
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Ericsson, Elin
    University of Gothenburg, Department of Applied IT, Gothenburg, Sweden.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Gävle, Sweden.
    Jaldemark, Jimmy
    Mid Sweden University, Department of Education, Sundsvall, Sweden.
    Ryberg, Thomas
    Aalborg University, Department of Communication and Psychology, Aalborg, Denmark.
    Öberg, Lena-Maria
    Mid Sweden University, Department of Computer and System Science, Östersund, Sweden.
    Fuentes, Ana
    Högskolan Väst, Institutionen för ekonomi och it.
    Gustafsson, Ulrika
    Umeå University, Department of Applied Educational Science, Umeå, Sweden.
    Humble, Niklas
    Mid Sweden University, Department of Computer and System Science, Östersund, Sweden.
    Mozelius, Peter
    Mid Sweden University, Department of Computer and System Science, Östersund, Sweden.
    Sundgren, Marcus
    Mid Sweden University, Department of Education,Sundsvall, Sweden.
    Utterberg, Marie
    University of Gothenburg,Department of Applied IT, Gothenburg, Sweden.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019Ingår i: Postdigital Science and Education, ISSN 2524-485X, Vol. 1, nr 2, s. 427-445Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

  • 8.
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Digital creativity: learning by story driven digital production2019Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges. Design/methodology/approach A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. FindingsThis study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making. Originality/value The study incorporates the framework on boundary objects as a "€œmental design device"€ into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.

  • 9.
    Viking, Tuija
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    En studie om interprofessionellt lärande i teamarbete: Fallet med en 'best practice´ för tvångsvård2019Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Det interprofessionella lärandet, IPL, i team har blivit ett populärt medel för att öka samarbete och kvalité i den sociala sektorn och hälso- och sjukvård. En alltmer specialiserad och fragmentiserad vård, som ofta genomförs i team, har lett till stor spridning av interprofessionell utbildning, IPE. Studerande och/eller medlemmar från olika professioner lär sig därmed, med, från och om varandra. Sådant lärande antas ske vid utbyte av och reflektion över varandras olika erfarenheter, perspektiv och kunskaper, d.v.s. professionella skillnader, och leda till förbättrad effektivitet och kvalitet i vården.

    Inom hälso- och sjukvårdsområdet har man dock bara i mindre skala undersökt vad IPL i etablerade team innebär och hur professionella skillnader påverkar lärandet. Denna licentiatuppsats hade som övergripande syfte att bidra med ökad kunskap inom detta område. Här studerades ett arbete, med kliniska riktlinjer för psykiatrisk tvångsvård, som skulle genomföras av ett interprofessionellt team. Huvudfrågan var hur teamet arbetade med riktlinjerna och hur professionella skillnader kom till uttryck och gav implikationer för IPL. Licentiatuppsatsen är en fallstudie. Undersökningen baseras dels på material (mötesprotokoll, mejlkommunikation, dokument och mediarapporter) från teamets tre-åriga arbete, dels nio intervjuer och en observation av seminariet där teammedlemmar presenterade de färdiga riktlinjerna. Studie 1 syftade till att undersöka hur teamet hanterade en kontrovers och hur de strategier som användes gav konsekvenser för interprofessionellt lärande. Studie 2 syftade till att studera hur teamet granskade kön/genus i arbetet med riktlinjerna och vilka implikationer det blev för riktlinjerna och för interprofessionellt lärande. Fokus här är därmed på ett lärande i ett "färdigt" team. Resultaten i studierna baseras på fallbeskrivning och narrativ analys. Fynden i studierna tolkades huvudsakligen utifrån sociokulturell teori och idéer och insikter från kontroversstudier (studie 1) och det genusvetenskapliga fältet (studie 2).

    Resultatet i studie 1 visade att kontroversen hanterades främst genom en kompromiss. Resultatet visar också hur lärandestrategier nyttjades vid användning av texter. Lärandet utmanades dock när maktstrategier användes genom hävdande av auktoritet snarare än utforskande av kunskapsläget.

    Resultatet i studie 2 visade hur kön/genus aktualiserades i en diskussion om könsskillnader i användning av tvångsbälten. I diskussionen användes professionsspecifika erfarenheter och kunskaper om kön/genus, vilket kan antas främjade IPL. Teamets lärande om komplexiteten kring kön/genus resulterade i riktlinjer som betonar makt och med fokus på den individuella patienten. Därmed ledde teamets analys och lärande relaterat till kön/genus paradoxalt till könsneutrala riktlinjer. Slutsatsen är att studierna, på olika sätt, visade förekomst av IPL och hur detta påverkades både positivt och negativt av professionella skillnader.

  • 10.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Norström, Livia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Andersson, Mikael
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Flipped And Open Seminars As A Method For Work Integrated Learning2019Ingår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres (eds), Valencia: The International Academy of Technology, Education and Development, 2019, s. 4458-4466Konferensbidrag (Refereegranskat)
    Abstract [en]

    Since 2002 University West, Sweden has had a mission from the Swedish government to develop methods for work integrated learning (WIL). WIL is thus a “trademark” of the university and the university is continuously developing teaching models to enhance a synergy between theory and practice with the goal to improve education and students’ lifelong learning. A challenge in such work is a decreasing engagement among students to participate in seminars at campus, especially during periods of internship. In the study underlying this paper we therefore explore a new teaching and learning method that aims to stimulate students to come to campus and to discuss their experiences with peer students and teachers during their internship.The internship and the seminars are organized as a ‘WIL course’ in the fifth semester of the candidate program ‘Digital Media’. As part of the course the students spend four days a week in a workplace where they contribute substantially to the work at the workplace. One day a week they spend at campus to reflect, write and discuss topics related to the work and organization at the workplace e.g. organizational culture, how a work day is organized, how design work is organized, and how the workplace treats its customers. The students and teachers meet once every second week for a seminar where they discuss the above-mentioned themes. The reflections made at the seminars and the conversations are important for the learning goals at the course. However, the teachers experience a moderate interest from the students’ side to participate and the students tend to be ill prepared.To increase the value and learning for the students, a new approach for better structure and engagement has been introduced, where students in beforehand writtenly reflect on questions about their workplace in relation to the theme of the week. They write in open and shared documents so that all students before the seminare can take part of each others reflections and as such come to the seminar with a wider perspective on the particular theme. The seminar is then held at the campus where the themes are discussed and workplaces compared with help of a shared matrix where the students can place their workplace regarding level of structure, formality, creativity etc . As such the seminar has a ‘flipped’ character and the ICT tools for learning used are open and editable over time for all participants.The empirical material is based on 24 hours participant observations, 10 students’ written reflections and the course curricula. The findings show that the flipped and open approach to the seminars has made the students more engaged in reflections about their workplace, not only during the seminar at campus but also during their work at the workplace. The shared document stimulates reflections of differences between workplaces that has not been so clear before, and the matrix has helped the students to take the reflections to a higher level by reflecting over organizational culture and workplace conditions. By comparing each other’s experiences from a spectrum of different aspects/themes they get a more nuanced picture of the skills and competences needed in the workplace, and they get more strengthened in their professional role. The recurrent discussions over time during the course therefore contribute to make the students more experienced than they would had been by only having got the experience from their own workplace.

  • 11.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik. NU Hospital Group, Sweden.
    Hansson, Anders
    Örebro University, University Health Care Research Center, Faculty of Medicin and Health, Sweden.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Flipped healthcare for better or worse2019Ingår i: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The medical profession is highly specialized, demanding continuous learning, while also undergoing rapid development in the rise of data-driven healthcare. Based on clinical scenarios, this study explores how resident physicians view their roles and practices in relation to informed patients and patient-centric digital technologies. The paper illustrates how the new role of patients alters physicians’ work and use of data to learn and update their professional practice. It suggests new possibilities for developing collegial competence and using patient experiences more systematically. Drawing on the notion of flipped healthcare, we argue that there is a need for new professional competencies in everyday data work, along with a change in attitudes, newly defined roles, and better ways to identify and develop reliable online sources. Finally, the role of patients, not only as consumers but also producers of healthcare, is a rather formidable and complex cultural change to be addressed. © The Author(s) 2019.

  • 12.
    Högberg, Karin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Olsson, Anna Karin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Framing organizational social media: a longitudinal study of a hotel chain2019Ingår i: Information Technology & Tourism, ISSN 1098-3058, E-ISSN 1943-4294, Vol. 21, nr 2, s. 209-236Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The development of social media in the past decade has transformed the hospitality and tourism industry. There is, however, limited empirical research on how individual employees and groups of employees within organizations make sense of new technology, such as social media, over time. In this paper we focus on the individual and organizational level by exploring how hotel employees and managers make sense of organizational social media over a 4-year period. The perceived usefulness of social media is studied in an organizational setting by applying technological frames as a theoretical framework. The study is a longitudinal case study that includes time both during and after the implementation of social media in an international hotel chain in Europe. A total of 37 in-depth qualitative interviews were conducted at 14 hotels as well as additional observations on site and on social media platforms. The study contributes to existing literature by investigating organizational social media use over time.

  • 13.
    Forsell, Johan
    et al.
    Linköpings universitet, Pedagogik och didaktik.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Hammar Chiriac, Eva
    Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Group Work Assessment: Assessing Social Skills at Group Level2019Ingår i: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, s. 1-38Artikel i tidskrift (Refereegranskat)
    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.

  • 14.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Wynn, Eleanor
    Ronin Institute, United States.
    Information Integrity and Human Infrastructure in Digital Health Care2019Ingår i: AMCIS 2019 PROCEEDINGS, Association for Information Systems, 2019, s. 1-10Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Healthcare informatics is undergoing major changes due to new infrastructures like social media that allow patients to proactively bring information to the physician consultation. We use the concept of infrastructuring to describe these changes, referring to the social practice of adapting human infrastructure for specific contexts. This poses informational and social challenges to providers, as they negotiate new boundaries with patients. Information integrity is essential because of risks to both parties. Infrastructuring in this case is the maintenance of information privacy and accuracy, or information integrity. The tasks of vetting information integrity and managing patient expectations add complexity to provider work even as physicians are positive about patients taking responsibility for their own health. The paper addresses infrastructure transformations, the process of infrastructuring, and a concept of information integrity. Using qualitative data from a medical setting, the study illustrates the contradictions physicians face in accommodating social media to their practice.

  • 15.
    Pennbrant, Sandra
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - grundnivå.
    Nunstedt, Håkan
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - grundnivå.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Learning Through Reflection: The Portfolio Method As A Tool To Promote Work-Integrated Learning In Higher Education2019Ingår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2019, s. 729-739Konferensbidrag (Refereegranskat)
    Abstract [en]

    Students need to develop meta-reflection to strengthen their learning process and to be able to manage the continuous changes encountered both higher education and in workplaces. Reflection is the most important for achieving progress within work integrated learning. For students to develop meta-reflection and achieve progression within work integrated learning, they need a systematic structure and conscious tools. The Portfolio method can be one of those tools.In this article we are going to discuss, from a theoretical standpoint, how teachers can develop a better structure for students so that they can strengthen their learning-process and progression of work integrated learning in higher education during internships which in turn promote lifelong learning. This progression of work integrated learning will be discussed in relation to the “WIL4U” model together with examples of reflection questions, learning outcomes, learning activities and examination forms. The “WIL4U” model was developed from the “AIL 4E (DUCATION)” model created by Bernhardsson, Gellerstedt and Svensson.The purpose of this conceptual discussion article is to highlight the portfolio method as a structure and tool for progress work integrated learning by reflection.With support of the portfolio method, the students can develop their ability to make well-balanced, and reflected choices in planning actions for work integrated learning. This requires well-developed self-regulation and the ability to meta-cognition and systematic meta-reflection to evaluate the effects of various actions. The portfolio method can also improve the reflection-process to develop the student's ability to emphasize strengths and increase the ability to achieve the learning outcomes in higher education.

  • 16.
    Bernhard, Iréne
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Olsson, Anna Karin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Network collaboration for local and regional development the case of Swedish women entrepreneurs2019Ingår i: International Journal of Entrepreneurship and Small Business, ISSN 1476-1297, E-ISSN 1741-8054Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to explore women entrepreneurs participation in networks with focus on local community collaboration. In recent years interest in the importance of women entrepreneurship worldwide has increased, especially from the viewpoint of local and regional development. Previous studies show that local competitors coordinated in networks can gain cross sector knowledge sharing and boost the attractiveness of a region. Using case study methodology with 14 qualitative semi-structured in-depth interviews in two phases with business counselors and women entrepreneurs, participatory observations and document studies, this study explores women entrepreneurs in smaller cities and their collaboration in networks with particular reference to a Swedish context. Results state that women entrepreneurs are active and participate in various local community networks and that networks are viewed as valuable assets for business development. Women entrepreneurs strategically choose to join strong networks that have an impact on local community development. Challenges faced by women entrepreneurs are mainly related to the role as entrepreneur and running a business in a smaller city. However, some specific gendered challenges are lack of trust or respect from other business and public actors, especially in contact with authorities. The women entrepreneurs have mixed experiences of local community support hence the main sources for renewal processes and knowledge sharing are co-owners, staff, digital tools, networks partners, families and friends.

  • 17.
    Norström, Livia
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Arghavan Shahlaei, Charlotte
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Johansson, Lars-Olof
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Islind, Anna Sigridur
    Reykjavik University, School of Computer Science, Iceland.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    New Logics of Ethics in the Age of Digital Platforms: Design Fictions of Autonomous Cars2019Ingår i: Proceedings of the 17th European Conference on Computer-Supported Cooperative Work-Demos and Posters, European Society for Socially Embedded Technologies (EUSSET) , 2019, Vol. 3Konferensbidrag (Refereegranskat)
    Abstract [en]

    Autonomous cars are the first major examples of Artificial Intelligence (AI) in everyday life. When cars are transformed into platforms,new service relationships emerge between car companies and the car users. These relationships generate gains and catches for both parts related to how physical and non-physical resources are exchanged in the sharing economy; how integrity is negotiated; and how responsibility is delegated when AI enables the car to take over most of the driving. With a "car as a platform approach", in this paper, we present a design fiction on ethical implications for citizens' daily lives with autonomous cars

  • 18.
    Kolbaek, Ditte
    et al.
    Aalborg University, Denmark.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Online learning: "In between" University studies and professional work2019Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, nr 2, s. 164-180Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores learning when professionals return to education and use their professional work experience to fulfil their study objectives. The research question is: How do students learn from experiences in two contexts-a master’s course at a university and their organisations of employment-by attending a blended learning course? The study builds on Engeström’s (2001) expansive learning model of two interacting activity systems, namely, the students’ master’s degree programme and their professional workplaces. As the study context is an online learning environment it follows a "netnographic" approach. The findings show that the students integrated requirements from their university studies with interventions in their professional work situations. The online learning environment enabled reification of reflections which the students could use later in their study and supported them to become more skilled professionals and influencers in their organisations of employment. © Universitetsforlaget.

  • 19.
    Arghavan Shahlaei, Charlotte
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Stenmark, Dick
    University of Gothenburg, Department of Applied Information Technology, Gothenburg, Sweden.
    Organizing in the age of digital product platforms: The work of integrated vehicle control engineers2019Ingår i: CEUR Workshop Proceedings, ISSN 1613-0073, E-ISSN 1613-0073, Vol. 2398, s. 17-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As flexibility and generativity of digitized information continuously afford new possibilities, a significant challenge for organizations becomes pinpointing practices that are befitting from various aspects. Two overarching digitization eras have so far determined the greatness of the challenge for organizations; 'computerization', and 'the Internet'. Today, a third era of digitization is marked by the emergence of digitized products. As increasing numbers of code line and software are being incorporated in previously physical products such as cars, they can be used as complete products on one layer, and simultaneously turn into platforms enabling other firms to develop and integrate new components, content, or services on another layer. As digital product platform's multiple design layers need to be open to various applications and agendas, their development requires new justifications and approaches for organizing work. By applying a Neo Socio-Technical Systems frame of reference on the work of engineers as they engage in developing digitized products, we 1. discuss changes of work and organizing along three eras of digitization, 2. provide a rich empirical instance by identifying what steps engineers take in preparation for developing digital product platforms, and 3. discuss the implications of these steps for the literature on practice and organizing. ©Copyright held by the author(s).

  • 20.
    Björck, Ville
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Johansson, Kristina
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Problematising the theory€-practice terminology: a discourse analysis of students'€™ statements on Work-integrated Learning2019Ingår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 43, nr 10, s. 1363-1375Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 21.
    Zegwaard, Karsten E.
    et al.
    University of Waikato, Hamilton, New Zealand.
    Johansson, Kristina
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Kay, Judie
    RMIT University, Melbourne, Australia.
    McRae, Norah
    University of Waterloo, Waterloo, Canada.
    Ferns, Sonia
    Curtin University, Perth, Australia.
    Hoskyn, Katharine
    Auckland University of Technology, Auckland, New Zealand.
    Professional Development Needs of the International Work-Integrated Learning Community2019Ingår i: International Journal of Work-Integrated Learning, ISSN 2538-1032, Vol. 20, nr 2, s. 201-217Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many governments are expecting higher education institutions to make strong links between the educationalofferings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, workintegrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

  • 22.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019Bok (Refereegranskat)
    Abstract [en]

    Qualitative and Critical Research in Information Systems and Human Computer Interaction explores the history and adoption of qualitative and critical research in Information Systems (IS) and contrasts it with the growth of similar methods/theories in Human Computer Interaction (HCI) and, to a lesser, extent Computer Supported Collaborative Work (CSCW). The supposition behind the comparison was that the areas overlap in subject matter and would overlap in methods and authors. However, marked differences were observed in the structure of publications, conferences, and on social media that led to questions about the extent to which the fields shared a common framework. The authors find that the history of each discipline reflects institutional factors that affected the respective timelines for the use of these approaches. This leads them to consider a sociological epistemic framework, which explains the differences quite well. It also supports characterizations of the culture of IS made by members, as having open paradigm and high collegiality, described as an adhocracy. The authors propose that qualitative and critical research developed interdependently in IS. Aside from institutional factors, a further difference in uptake of methods and critical framework comes from the US/Europe divide in research traditions and the political/epistemic climates affecting research in the respective regions. Research from beyond the transatlantic traditions postdates the developments covered here but is touched on at the end of the monograph. The primary goal of Qualitative and Critical Research in Information Systems and Human Computer Interaction is to better understand the ways the IS research community differentiates itself into diverse constituencies, and how these constituencies interact in the field's complex processes of knowledge creation and dissemination. Another goal is to create cross-disciplinary discussion and build on related work in the fields. This is important in the era of platforms with global reach, and the concurrent development of powerful AI and analytics capabilities that both intrude on daily life and try to emulate human intelligence.

  • 23.
    Wynn, Eleanor
    et al.
    Ronin Institute; United States.
    Vallo Hult, Helena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Reputation Control and Theoretical Innovation in Two Academic Cultures2019Ingår i: Twenty-fifth Americas Conference on Information Systems, 2019, s. 1-10Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    A meta-review of the history of qualitative and critical theory in Information Systems (IS) and HumanComputer Interaction (HCI) illustrates how source disciplines and publication outlets can filter reputation and affect methodological diversity. An academic cultures framework allows us to compare disciplines and explain different timelines for methods and theories. IS has many publication outlets, while HCI reputations depend on publication in the ACM Conference on Computer-Human Interaction (CHI). The fields deal with similar topics but are shaped by different institutional contexts. Qualitative research and critical theory arose in Information Systems during the 1980s and 1990s, while a search of HCI literature shows no critical theory until the 2000s. An open field of journals may create affordances for new approaches, whereas filtering reputation through a core conference may constrain them. The rise of platforms may blur domain distinctions through a common focus on AI, privacy and information integrity.

  • 24.
    Rangraz, Masood
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Pareto, Lena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Robotics and quality: A sociomaterial analysis of assembly line2019Ingår i: CEUR Workshop Proceedings, ISSN 1613-0073, E-ISSN 1613-0073, Vol. 2398, s. 123-136Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Automation of manufacturing industry has been on agenda for nearly five decades now. Today, the affordability and efficiency of automated solutions make them increasingly relevant to Small and Medium-size Enterprises (SMEs). Their continued survival depends on the quality of the end product and as much as any SME might intend to increase its business potential, it can’t afford to lose quality by the time it turns to automated solutions. Here, we focus on an assembly line soon to leave its manual processes to automation. It is a case from a manufacturing plant, and we ask what happens to quality once the automation solutions are in place? Exploiting the five notions of Sociomateriality, we explore the changes in the socio-technical configurations of the workplace each of which, we discuss, are consequential for quality. We show while quality is an ultimate business goal for any SME; it is first and foremost a practical problem at the shop-floor. We discuss how quality originates from socio material configurations and distinguish the process-quality from product-quality while attending to working-life quality. We address the challenge of translating the quality which once was in hands, tools, and the relationship among them, to the quality of exact calculations of automated solutions. ©Copyright held by the author(s).

  • 25.
    Islind, Anna Sigridur
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik. Reykjavik University, School of Computer Science, Iceland.
    Lindroth, Tomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design. University of Gothenburg, Sweden.
    Lundin, Johan
    University of Gothenburg, Sweden.
    Steineck, Gunnar
    University of Gothenburg, Sweden.
    Shift in translations: Data work with patient-generated health data in clinical practice2019Ingår i: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports on how the introduction of patient-generated health data affects the nurses’ and patients’ data work and unpacks how new forms of data collection trigger shifts in the work with data through translation work. The article is based on a 2.5-year case study examining data work of nurses and patients at a cancer rehabilitation clinic at a Swedish Hospital in which patient-generated health data are gathered by patients and then used outside and within clinical practice for decision-making. The article reports on how data are prepared and translated, that is, made useful by the nurses and patients. Using patient-generated health data alters the data work and how the translation of data is performed. The shift in work has three components: (1) a shift in question tactics, (2) a shift in decision-making, and (3) a shift in distribution. The data become mobile, and the data work becomes distributed when using patient-generated health data as an active part of care

  • 26.
    Norström, Livia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Social Media as Sociomaterial Service: On Practicing Public Service Innovation in Municipalities2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Governments are in need to innovate public service. They struggle with complex societal problems, decreased citizen trust and the work of adapting to new demands related to how service should be delivered to fit contemporary living. Inspired by success stories from the private sector's "open innovation" approaches, governments are complementing internal competence with knowledge resources of external actors such as citizens. One increasingly growing strategy for knowledge expansion beyond government boundaries has been to use social media platforms, e.g. Facebook, Instagram and Twitter. This strategy has been shown to be especially effective at a local government level (henceforth municipality) where citizens are geographically close to the government and where government manages activities that citizens rely on in their daily lives.

    Despite an expansive rise of social media use in municipalities, and efforts to see beyond a traditional and New Public Management approach to public service, there is little knowledge about the participatory and innovative capacity of social media in a government context. This knowledge gap is reflected in researchers' and municipal administrators' uncertainty as to how to make use of social media for improvement of public service and how to handle tensions about what is possible to do with social media and what is legitimate to do as a public servant.

    The aim of the thesis is thus to map, unpack and conceptualize social media practice by municipal communicators to understand how tensions and dynamics between social media mechanisms and government rationales are shaping the practice and how new emerging practices can be understood as public service innovation. The research questions of the thesis are: RQ1: How are social mediamechanisms supporting different public service rationales?; RQ2: How is public service enacted in the social media practice by municipal communicators?; RQ 3: How can social media practice by municipal communicators be understood as public service innovation?

    With an engaged scholarship research approach, related research on social medialogic, e-government, e-governance and digital public service innovation, and with the help of the theoretical perspectives "service innovation," "practice perspective" and "sociomateriality," the thesis contributes extended insights into how social media platform mechanisms support different government rationales in processes of sociomaterial service, and how such practice can be understood as creative processes towards public service innovation.

    As a practical contribution I propose that both communicators and managers in government engage together in networks of others working with social media and to discuss for instance the mission of the government in relation to the aim of using social media, what tensions arise in the social media practice and why, and how algorithms are shaping the social media practice.

  • 27.
    Roumbanis-Viberg, Anna
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sofkova Hashemi, Sylvana
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Institutionen för didaktik och pedagogisk profession, Utbildningsvetenskapliga fakulteten, Göteborgs universitet.
    Teacher educators' perceptions of their profession in relation to the digitalization of society2019Ingår i: Journal of Praxis in Higher Education, nr 1, s. 87-110Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study takes an exploratory approach to investigating Swedish teacher educators' perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teache reducators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self. Teacher educators require support to strengthen their professional identity, to facilitate activities for professional development, and to stimulate reflective practice. A further difficulty is the lack of relevant policies and strategies. This study highlights the complex challenge of teaching and learning simultaneously in a profession that implicates autonomy and responsibility of its practitioners. This creates limitations for the teacher educators to move from being to acting.

  • 28.
    Chiriac, Eva Hammar
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention2019Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, nr 9, artikel-id 95471Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granström´s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers use of languages when talking about group work assessment. Specifically, if and how teachers use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstöms mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.

  • 29.
    Winman, Thomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    The cultural brokering power of social pedagogy in education for Roma students2019Ingår i: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, nr 1, s. 5-17Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary society that is characterized by growing migration and social differentiation. One, maybe obvious, solution is to provide people the opportunity to participate in education, creating conditions for a more inclusive society. In that context, questions are often raised about the relation between education and integration of immigrants. Social pedagogy aims to combine educational and social interventions. This study takes place at a school for adult Roma students and the aim is to identify and explain social pedagogical strategies with respect to inclusion processes. The results show how theoretical foundations of social pedagogy works as a €˜facilitator€™ and guide the teachers’ actions. By taking cultural belonging into account, shed light on issues relating to learning processes as well as mobilization and inclusion.

  • 30.
    Gellerstedt, Martin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Arvemo, Tobias
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    The impact of word of mouth when booking a hotel: could a good friend's opinion outweigh the online majority?2019Ingår i: Information Technology & Tourism, ISSN 1098-3058, E-ISSN 1943-4294, Vol. 21, nr 3, s. 289-311Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Online user generated reviews are transforming business and customer behavior and could have a major impact on sales. The primary aim of this study was to measure the impact of online reviews in comparison with the impact of a good friend's opinion. The question in focus was: to what extent could a single review made by a good friend compensate the opinion of the online majority? Subjects were randomly allocated to different versions of guest reviews of a fictive hotel: either constituting a positive or a negative online majority. After reading the reviews, respondents were asked about their booking intention. The respondents were also asked to re-evaluate booking intention given the additional information that a good friend has given a recommendation or an advice against booking the hotel. The study design was experimental and based on a survey which included 1319 respondents who were randomized to the different versions of guest reviews. The results showed that the overall valence of reviews is crucial for booking intention, also the latest two reviews were important even though the effect was much smaller. If the overall valence was negative the latest two reviews had no importance, no matter if these were positive or negative. But, if the overall valence was positive, then the booking intention could be diluted if the two latest reviews were negative. Concerning the primary aim of the study, it is concluded that a good friend’s word of mouth could outweigh the online majority. This means that a negative online majority could be outweigh by a good friend's recommendation and that a positive online majority could be outweigh by a goods friend's recommendation against booking the hotel. 

  • 31.
    Islind, Anna Sigridur
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik. Reykjavik University, School of Computer Science, Reykjavik , Iceland.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lindroth, Tomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundin, Johan
    University of Gothenburg, Department of Applied IT, Gothenburg , Sweden.
    Cerna, Katerina
    University of Gothenburg, Department of Education, Communication and Learning, Gothenburg , Sweden.
    Steineck, Gunnar
    University of Gothenburg, Department of Oncology, Gothenburg , Sweden.
    The Virtual Clinic: Two-sided Affordances in Consultation Practice2019Ingår i: Computer Supported Cooperative Work, ISSN 0925-9724, E-ISSN 1573-7551, Vol. 28, nr 3-4, s. 435-468Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Telecare has the potential to increase the quality of care while also decreasing costs. However, despite great potential, efficiency in care practices and cost reduction remain hypothetical. Within computer supported cooperative work (CSCW), one focus of telecare research has been on awareness support in distributed real-time communication in comparison to physical meetings since face-to-face consultations have been known as the “gold standard” of conducting care. Research has shown that it is hard to maintain qualities such as awareness through video-mediated meetings. In this research, the goal has not been to mimic the qualities of face-to-face consultations but rather to document the qualities of three types of patient meetings (consultations) and to understand in what kinds of situations each consultation type is a viable option. In this paper, we focus on the essential qualities of i) face-to-face consultations, ii) video-based consultations, and iii) telephone consultations and shed light on their affordances. The research contribution includes an extension of the affordance lens to incorporate socio-technical, two-sided affordances, that constitute important aspects for understanding complexity when heterogeneous actors co-existing in a practice, where affordances can differ for different “sides” in the complex practice—a view that is fruitful when dealing with heterogeneous actors and a set of analog and digital tools in a practice.

  • 32.
    Olsson, Anna Karin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Näverå, Elisabeth
    Högskolan Väst, Högskolan Västs bibliotek.
    The Way to the Wave: To Integrate Media and Information Literacy in the "Scientific Wave" Throughout a Bachelor Program in Business Administration2019Ingår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, s. 3536-3546Konferensbidrag (Refereegranskat)
    Abstract [en]

    Media and information literacy is of increasing importance and viewed as a necessary life skill for all ages, social groups and professional sectors of contemporary digital society, hence also affecting the approaches and strategies for higher education. This paper illustrates the background and process of building a successful library-faculty partnership initiated as a quality improvement measure for a bachelor's program in business administration at University West, Sweden. According to the Higher Education Act, Swedish higher education should rest on scientific or artistic basis and on proven experience, research and development. The process started in 2012 as a response to criticism from the Swedish Authority for Higher Education regarding learning outcomes focused on students' skills and abilities to seek, collect, evaluate and critically interpret relevant information within the field of business administration. The quality improvement process entitled "A Scientific Wave" aims at supporting student development during the study period to develop and strengthen skills in critical and analytical approaches, written and oral presentation, and media and information literacy skills to provide the prerequisites for achieving the learning outcomes for a bachelor's degree in business administration. The Scientific Wave includes several different quality aspects and applies a holistic approach to improve the quality and progression of knowledge throughout all courses of the program. In addition, work integrated learning (WIL) is applied as an educational and pedagogic model throughout the program to enhance the link between work life and learning, theory and practice. This paper will focus on how to build a successful library-faculty collaboration to improve students' media and information literacy skills. Earlier research states that successful integration of media and information literacy in higher education should be based on close collaboration between librarians and discipline faculty, strategic anchoring and visualization in curricula, syllabi, learning outcomes and examinations, and developed in line with the mission of the university. The Scientific Wave is here viewed as a co-creative, continuous framework based on the separate but complementary skills of librarians and faculty to provide students with tools for critical and creative thinking, research skills as well as lifelong learning in today's digital society.

  • 33.
    Pareto, Lena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Willermark, Sara
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    TPACK in situ: A Design-based Approach Supporting Professional Development in Practice2019Ingår i: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 57, nr 5, s. 1186-1226Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.

  • 34.
    Basińska, Beata A.
    et al.
    Gdansk University of Technology, Poland.
    Dåderman, Anna Maria
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Work Values of Police Officers and their Relationship with Job Burnout and Work Engagement2019Ingår i: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, artikel-id 442Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Values represent people’s highest priorities and are cognitive representations of basic motivations. Work values determine what is important for employees in their work and what they want to achieve in their work. Past research shows that levels of both aspects of job-related well-being, job burnout and work engagement, are related to work values. The policing profession is associated with high engagement and a risk of burnout. There is a gap in the literature regarding the hierarchy of work values in police officers, how work values are associated with job burnout and work engagement in this group, and whether work values in police officers are sensitive to different levels of job burnout and work engagement. Therefore, the aim of our study was to examine the relationships between work values and job burnout and work engagement, in a group of experienced police officers. We investigated: (a) the hierarchy of work values based on Super’s theory of career development, (b) relationships between work values and burnout and work engagement, and (c) differences between the work values in four groups (burned-out, strained, engaged, and relaxed). A group of 234 Polish police officers completed the Work Values Inventory (WVI) modeled upon Super’s theory, the Oldenburg Burnout Inventory and the Utrecht Work Engagement Scale. The results show that police officers gave the highest priority to extrinsic work values. Job burnout was negatively correlated with the cognitive intrinsic work values (Creativity, Challenge, and Variety), while work engagement was positively correlated with the largest group of intrinsic work values (Creativity, Challenge, Variety, Altruism, and Achievement), as well as with the extrinsic work values (Prestige and Co-workers). The police officers showed significant differences, between levels of job burnout and work engagement, for intrinsic work values such as Variety, Challenge, and Creativity (large effects), and for Altruism and Prestige (moderate effects). The findings are discussed within the context of the Conservation of Resources theory, which explains how people invest and protect their personal resources, and how this is connected with preferred work values. We conclude that intrinsic work values are sensitive to different levels of burnout and engagement.

  • 35.
    Gellerstedt, Martin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Gellerstedt, Victoria
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Vallo Hult, Helena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Work-Integrated Learning: Impact of Individual and organizational Digitalization on Knowledge management and Expertise Sharing2019Ingår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, s. 3601-3609Konferensbidrag (Refereegranskat)
    Abstract [en]

    The primary aim with this study was to examine the impact of digitalization and the use of ICT for knowledge sharing in an organization. A secondary aim was to further develop knowledge management models to also include collaborative knowledge production and expertise sharing. Based on such a model, we developed a questionnaire answered by 265 respondents. We found that the relationship between using ICT for knowledge sharing was correlated to knowledge sharing also when adjusted for established factors like organisational climate and social norms. We conclude that digitalization, both individually and on an organisational level is an important asset for knowledge management, and that the use of ICT could support knowledge sharing beyond known and established important factors.

  • 36.
    Dåderman, Anna Maria
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Ragnestål-Impola, Carina
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Workplace bullies, not their victims, score high on the Dark Triad and Extraversion, and low on Agreeableness and Honesty-Humility2019Ingår i: Heliyon, Vol. 5, nr 10, artikel-id e02609Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Most past research has focused mainly on the personality of the victims of bullying and not on the personality of workplace bullies. Some researchers have suggested that bullies and their victims may share bully-typifying personality traits. The aims of this study were to find out what characterizes the personalities of workplace bullies and their victims, and to investigate the relationship between the Dark Triad, HEXACO and workplace bullying. We tested three hypotheses. H1: Machiavellianism and Psychopathy, but not Narcissism, predict the use of bullying tactics (i.e., bullying perpetration). H2: (Low) Honesty-Humility, (low) Agreeableness and (high) Extraversion predict the use of bullying tactics. H3: Honesty-Humility moderates the association between Machiavellianism and the use of bullying tactics. Employees in southwestern Sweden (N = 172; 99 women) across various occupations and organizations were surveyed. Negative Acts Questionnaire-Perpetrators (NAQ-P) and Negative Acts Questionnaire-Revised (NAQ-R) were used to assess the use of bullying tactics and victimization. NAQ-P was correlated with NAQ-R (r = .27), indicating some overlap between the use of bullying tactics and victimization. NAQ-P was correlated with Machiavellianism (.60), Psychopathy (.58), Narcissism (.54), Agreeableness (-.34), Honesty-Humility (-.29) and Extraversion (.28). The results of linear regressions confirmed H1, but only partially confirmed H2: Machiavellianism, Psychopathy, (low) Agreeableness and (high) Extraversion explained 32%, 25%, 27% and 19%, respectively, of the variation in the NAQ-P. Replicating past research, NAQ-R was correlated with Neuroticism (.27), Extraversion (-.22), Openness (-.19) and Conscientiousness (-.16). Neuroticism explained 25% and (low) Extraversion 17% of the variation in the NAQ-R. Confirming H3, Honesty-Humility moderated the relationship between the NAQ-P and Machiavellianism. We conclude that bullies, but not their victims, are callous, manipulative, extravert and disagreeable, and that dishonest Machiavellians are the biggest bullies of all. In practice, the victims of workplace bullying need strong and supportive leadership to protect them from bullies with exploitative and manipulative personality profiles.

  • 37.
    Gellerstedt, Martin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Babaheidari, Said Morad
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    A first step towards a model for teachers' adoption of ICT pedagogy in schools.2018Ingår i: Heliyon, E-ISSN 2405-8440, Vol. 4, nr 9, artikel-id e00786Artikel i tidskrift (Refereegranskat)
    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.

  • 38. Shubber, Mohammed
    et al.
    Östlind, Tomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Ann
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Larsson, Lena
    Sahlgrenska Academy.
    Acceptance of Video Conferencing in Healthcare Planning in Hospitals2018Ingår i: AMCIS 2018 Proceedings, Association for Information Systems, 2018, s. 1-10Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Health information technology has become one of the most important resources for the development and improved efficiency of healthcare services. Frail elderly patients is a growing group of people that that requires healthcare. Different care providers have to participate in healthcare planning for frail elderly patients to ensure that the patient is provided with suitable care in his or her home. The use of video conferencing offers great potential for improving the efficiency and effectiveness of healthcare planning sessions, as well as reducing travel expenses. This paper reports from a qualitative study aiming at identifying and analyzing attitudes of hospital professionals, when using video conferencing for healthcare planning. The result indicates that the attitude toward using video conference tools is exclusively positive. The intention to use is high, due to the ability of the technology to make professionals ’ work more efficient, and that the technology can improve patient care.

  • 39.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Purao, Sandeep
    Bentley University, Bentley, USA.
    Rossi, Matti
    Aalto University, Helsinki, Finland.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Action Design Research in Practice: Lessons and Concerns2018Ingår i: Proceedings ECIS 2018 / [ed] Frank U.,Kautz K.,Bednar P.M., 2018, artikel-id 1755Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper reports on the results of a study of how scholars engage with and use the action designresearch (ADR) method. Since its publication, ADR has been acknowledged as an importantvariant of DSR, and has been adopted by a number of researchers. It has been adopted as theprimary research method for doctoral dissertations as well as research projects in severaldisciplines. With the increasing use of ADR, the research community is also learning about how toapply ADR in different contexts. In this paper, we focus on how researchers are using the method.Drawing on primary data from researchers who have recently engaged in or finished an ADRproject, we identify several recurring themes: managing expectations with actual outcomes ofADR-projects, coordinating work across different ADR-stages, and balancing the focus on probleminstance versus class of problems. Our work contributes a greater understanding about how ADRprojects are carried out in practice, how researchers can avoid some of the common pitfalls, andhow the method can be applied more effectively.

  • 40.
    Iseland, Tobias
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Johansson, Emma
    Volvo Group Trucks Technology, Human Behaviour and Perception, M1.6, Götaverksgatan 10, SE-405 08 Göteborg, Sweden.
    Skoog, Siri
    Volvo Group Trucks Technology, Product Design, ABN, Götaverksgatan 10, SE-405 08 Göteborg, Sweden.
    Dåderman, Anna Maria
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    An exploratory study of long-haul truck drivers' secondary tasks and reasons for performing them.2018Ingår i: Accident Analysis and Prevention, ISSN 0001-4575, E-ISSN 1879-2057, Vol. 117, s. 154-163, artikel-id S0001-4575(18)30149-0Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on drivers has shown how certain visual-manual secondary tasks, unrelated to driving, increase the risk of being involved in crashes. The purpose of the study was to investigate (1) if long-haul truck drivers in Sweden engage in secondary tasks while driving, what tasks are performed and how frequently, (2) the drivers' self-perceived reason/s for performing them, and (3) if psychological factors might reveal reasons for their engaging in secondary tasks. The study comprised 13 long-haul truck drivers and was conducted through observations, interviews, and questionnaires. The drivers performed secondary tasks, such as work environment related "necessities" (e.g., getting food and/or beverages from the refrigerator/bag, eating, drinking, removing a jacket, face rubbing, and adjusting the seat), interacting with a mobile phone/in-truck technology, and doing administrative tasks. The long-haul truck drivers feel bored and use secondary tasks as a coping strategy to alleviate boredom/drowsiness, and for social interaction. The higher number of performed secondary tasks could be explained by lower age, shorter driver experience, less openness to experience, lower honesty-humility, lower perceived stress, lower workload, and by higher health-related quality of life. These explanatory results may serve as a starting point for further studies on large samples to develop a safer and healthier environment for long-haul truck drivers.

  • 41.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    An eye for an I: a framework with focus on the integration of work and learning in higher education2018Ingår i: INTED 2018: Proceedings, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

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

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

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

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

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

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

  • 42.
    Olsson, Anna Karin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Friedrichs, Yvonne von
    Mittuniversitetet, Östersund, Sverige.
    Approaches to inclusive networking in place development: an illustration from six smaller Scandinavian cities2018Ingår i: International Journal of Innovation and Regional Development, ISSN 1753-0660, E-ISSN 1753-0679, Vol. 8, nr 3, s. 259-280Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to further explore and deepen research in place development with focus on inclusive networking related to renewal processes in smaller harbour cities in Scandinavia. The results are based on a multiple case study comprising in-depth interviews with driving network actors, document studies and observations from six different harbour cities in Denmark, Norway and Sweden. The research questions focus on the characteristics of networks and inclusiveness, knowledge sharing and renewal processes related to networking. This study illustrates different inclusive network approaches for place development. Smaller harbour cities are dynamic places for cross-sector collaboration and networking, although driving network actors struggle with underlying mechanisms related to network characteristics, inclusiveness and governance. Furthermore, findings stress that communication, a sharing culture, transparency and democratic values are vital to enable trust, knowledge sharing and legitimacy for inclusive networking in place development.

  • 43.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Eriksson, Kristina M.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry2018Ingår i: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 10-10Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.

    The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.

  • 44.
    Arvemo, Tobias
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Olsson, Anna Karin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Torsein, Ellinor
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Att utveckla Lysekils centrum tillsammans: utmaningar och möjligheter2018Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Denna studie designades och analyserades av Högskolan Väst 2016-2017. Undersökningen kompletterar den besökar- och boendestudie som Högskolan Väst tidigare genomförde inom projektet i Lysekil under sensommaren 2016 (se Högskolan Väst Rapport 2 Urban Platsinnovation Besökar- och boendestudie i Lysekil sensommaren 2017). Denna studie genomfördes under tiden 26 maj - 11 augusti 2017 med 363 svarande respondenter, varav 165 var besökare och 198 permanent boende i Lysekil. Syftet med studien var att öka kunskapen om både besökares och boendes uppfattningar om Lysekil. Högskolan Väst har även genomfört en intervjustudie med centrumaktörer i Lysekil under 2017 (se Högskolan Väst Rapport 4 Urban Platsinnovation Att utveckla Lysekils centrum tillsammans - utmaningar och möjligheter). Studierna1 avser även att bidra gränsöverskridande inspiration samt vara ett underlag för planering och utveckling av kommande centrumutvecklande aktiviteter såväl inom som utanför projektets regi.Undersökningen visar att besökare framför allt kommer till Lysekil för att koppla av och är nöjda med sitt besök i Lysekil samt med service och utbud, stadsmiljö och faciliteter. En stor majoritet av besökarna har besökt Lysekil innan och anger att de kommer att besöka Lysekil igen. Av de besökare är det 88% som sannolikt kommer rekommendera andra ett besök i Lysekil. Ungefär hälften av besökarna bor mer än 10 mil från Lysekil.De permanent boende i Lysekil är också nöjda med utbudet av restauranger, kvalitén på både maten och servicen. De boende var också nöjda med servicen i butikerna men ställde sig neutrala till utbudet av butiker. Det största missnöjet bland de permanent boende i Lysekil finns kring parkeringssituationen.Studien är i stort samstämmig med den besökar- och boendeundersökning som genomfördes 2016.Ett stort antal förbättringsförslag ges av respondenterna och finns redovisade i rapporten. Dessa förslag är allt från konkreta till visionära.Det är vår rekommendation att denna rapport ihop med rapporten från undersökningen 2016 (se Högskolan Västs Rapport 2) delges och diskuteras med de aktörer och nätverk som finns i Lysekil i arbetet i att ta fram nya centrumutvecklande aktiviteter.

  • 45.
    Player-Koro, Catarina
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Becoming a primary education teacher: pedagogic discourses in the teacher education program’s examination practice2018Ingår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Global reforming driven by neoliberal ideas is today reshaping educational systems. This study explores how a national policy incentive, aimed at changing teacher education in Sweden, is transformed and realized into educational practice and how pedagogic discourses are operating in and through the primary teachers’ examination practice in Sweden. The aim is also to explore which competencies are legitimized and thus form the knowledge base for primary teachers. The study is conducted through a qualitative and quantitative, theoretically based, analysis of all examination tasks (n = 322) in the primary teacher education at a teacher education department located at one of Sweden’s largest universities. The qualitative software package Nvivo was used for the qualitative analysis and the statistical software SPSS was used for the quantitative analysis. The result shows that most examinations involve the examination of methodological/didactical knowledge related to teachers work in the classroom (out of horizontal knowledge structures) and that students lack opportunities to practice and show analytical skills, with vertical knowledge structures, in their examinations.

  • 46.
    Roumbanis-Viberg, Anna
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Being and acting as a teacher educator in a digitalized society2018Ingår i: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 5-6Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Teacher educators in many parts of the world, face and have faced challenges inrelation to digitalization of the educational systems. Digitalization changes among other things the conditions of communication, meaning-making and learning which affects teacher educators who teach pre-service teachers (Jonker, März, & Voogt,2018; Selwyn, 2017). The teacher education and the teacher educator have a responsibility in giving the pre-service teacher the best prerequisites to be able to work as a teacher. As many other pre-service programs around the world, the Swedish teacher education is currently not preparing the pre-service teachers enough for a digitalized teaching (Demoskop, 2016).

    The purpose of this study was to broadly explore teacher educators’ perceptions regarding their professional practice in relation to the digitalization of society. The study has an inductive approach and is based on 18 semi-structured interviews witha vignette-based interview guide. The interviews are coded in NVivo and analysed using thematic analysis (Braun & Clark, 2006). Findings show that the teacher educator perceive digitalization on a scale from using tools (software and hardware) to being part of a technology-initiated revolution of educational institutions and society. With this; requirements/demands, needs and consequences emanate in being and acting as a teacher educator on an individual-, group- and organizational level.

  • 47.
    Arvemo, Tobias
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Olsson, Anna Karin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Torsein, Ellinor
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Besökar- och boendestudie i Lysekil sommaren 20172018Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Denna studie designades och analyserades av Högskolan Väst 2016-2017. Undersökningen kompletterar den besökar- och boendestudie som Högskolan Väst tidigare genomförde inom projektet i Lysekil under sensommaren 2016 (se Högskolan Väst Rapport 2 Urban Platsinnovation Besökar- och boendestudie i Lysekil sensommaren 2017). Denna studie genomfördes under tiden 26 maj - 11 augusti 2017 med 363 svarande respondenter, varav 165 var besökare och 198 permanent boende i Lysekil. Syftet med studien var att öka kunskapen om både besökares och boendes uppfattningar om Lysekil. Högskolan Väst har även genomfört en intervjustudie med centrumaktörer i Lysekil under 2017 (se Högskolan Väst Rapport 4 Urban Platsinnovation Att utveckla Lysekils centrum tillsammans - utmaningar och möjligheter). Studierna1 avser även att bidra gränsöverskridande inspiration samt vara ett underlag för planering och utveckling av kommande centrumutvecklande aktiviteter såväl inom som utanför projektets regi. Undersökningen visar att besökare framför allt kommer till Lysekil för att koppla av och är nöjda med sitt besök i Lysekil samt med service och utbud, stadsmiljö och faciliteter. En stor majoritet av besökarna har besökt Lysekil innan och anger att de kommer att besöka Lysekil igen. Av de besökare är det 88% som sannolikt kommer rekommendera andra ett besök i Lysekil. Ungefär hälften av besökarna bor mer än 10 mil från Lysekil. De permanent boende i Lysekil är också nöjda med utbudet av restauranger, kvalitén på både maten och servicen. De boende var också nöjda med servicen i butikerna men ställde sig neutrala till utbudet av butiker. Det största missnöjet bland de permanent boende i Lysekil finns kring parkeringssituationen. Studien är i stort samstämmig med den besökar- och boendeundersökning som genomfördes 2016. Ett stort antal förbättringsförslag ges av respondenterna och finns redovisade i rapporten. Dessa förslag är allt från konkreta till visionära. Det är vår rekommendation att denna rapport ihop med rapporten från undersökningen 2016 (se Högskolan Västs Rapport 2) delges och diskuteras med de aktörer och nätverk som finns i Lysekil i arbetet i att ta fram nya centrumutvecklande aktiviteter

  • 48.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Co-constructing Expertise: Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration2018Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis is inter-disciplinary and proceed from the ongoing challenges of the increased digitalization, automation and robotization that impact the manufacturing industry's emergent need of high-qualified practitioners. Digitalization also challenges universities to open up to external collaboration and to design blended e-learning targeting industry knowledge needs. The studies take up on such challenges and explore inter-organizational collaborations and forms of knowledge construction to strengthen engineering competences integrated inwork in a way that enables manufacturing companies to remain effective and to be prepared for future industrial transformations. The objective is to explore how mutual construction of knowledge emerge through learning activities between multiple actors in a joint industry-university collaborative e-learning practice. The empirical setting is a new type of collaborative course concept developed within the project ProdEx. The project comprise a network of industries and one university in a longitudinal design and implementation process of blended and work-integrated e-learning. This initiative was explored with a collaborative action research approach integrated with five studies, from four perspectives, the industry managers, the practitioners, the research teachers and the course unit. Negotiated knotworking, from cultural-historical activity theory, became a central theoretical concept and a working tool to examine how managers, practitioners and research teachers together negotiated production technology knowledge content and e-learning design towards future workplace transformations. This concept was used to further understand how co-construction of knowledge was developing over time into a richer concept. The results contributes to a wider understanding of how co-construction of knowledge in an e-learning design practice was developing into stronger relations between actors and into more stable courses. Real learning cases and digital labs support theory-practical intertwining of mutual learning of active participation between practitioners and ix research teachers. Initial e-learning technology failures and pedagogical mistakes in the courses were easier to overcome, than issues concerning continuous company support for course participation. Matching industry competence needs with university research fields is continuously challenging. Practitioners' aiming for personal continuous competence development on university level created critical and high-qualitative performances and valuable engagement throughout the process of co-construction of knowledge. The knowledge co-construction became a two-way development, pushing research teachers to active involve and consider practitioners' industry experiences concerning learning content, pedagogical strategies and e-learning forms. While earlier research has discussed the problems of crossing boundaries between industry and university, overall findings show that industry and university actors are crossing boundaries when they mutually co-construct knowledge in an elearningpractice. Co-construction of knowledge entail mutual trust, sideways and interactive learning in a collaborative context. The main contribution suggested in the thesis is that co-constructing expertise entail three levels of activities among actors; to have insight into the purposes and practices of others (relational expertise), the capacity to transform the problems of a practice and together build common knowledge (distributed expertise), and finally the capacity of mutually co-construct knowledge acted upon in practice towards work-integrated transformations (co-constructing expertise).

  • 49.
    Bernhard, Iréne
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle2018Ingår i: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, INTED , 2018, s. 5509-5515Konferensbidrag (Refereegranskat)
    Abstract [en]

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

  • 50.
    Bernhard, Iréne
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Olsson, Anna Karin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Torsein, Ellinor
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi.
    Arvemo, Tobias
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Conceptualizing University-Society Collaboration: A Literature Review Focusing on Drivers of Collaboration2018Ingår i: ICERI2018 Proceedings, 2018, s. 9036-9042Konferensbidrag (Refereegranskat)
    Abstract [en]

    Collaboration and learning are vital for development in all sectors of society and there is a constant need for new ideas, innovation and development. Crucial for dealing with contemporary complex challenges on a local, regional, national and global scale is a need for the inclusion of many perspectives and competences. However, collaboration is never friction free but challenging. A reason for this might be that there are different expectations on goals and outcomes due to that collaborating organizations bring different contexts, Inter-organisational collaborations, cultures, traditions etc. These challenges are addressed by several approaches for university-society collaboration, e.g. Work-Integrated Learning (WIL), University-Industry-Government (Triple-helix), University Community Partnership (UCP), and Public Private Academic Partnership (PPAP). These are all aiming at planning, performing, compiling and leveraging knowledge exchange and co-creating sustainable results. What is less developed is what genuine impact such results do have on society, i.e. societal impacts. Thus, there is a need for gaining more knowledge in research about what key mechanisms that constitutes successful collaboration between academia and various public and private organizations in research projects.This conceptual paper explores the underlying concepts of principles that are used as guidelines for successful university-society collaboration. It draws on a literature review of key concepts selected from established frameworks and models that are current in the field of university-society collaboration, e.g. co-creation, trust, relationship building. The aim of the paper is to gain deeper insights in the complex dynamics of research collaboration by combining previous models with current research literature and suggest implications for both model development as well as principles of conduct when societal impact are to be ensured in university-society collaboration. Hence, the research questions to be addressed in this paper are: What are the key concepts that underlie the dynamics of university-society collaboration in the research literature? How can successful university-society collaboration be conceptualized in order to facilitate co-creation and societal impact?

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