| 1. |
- Jensen, Mikael, 1969
(author)
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Samarbete i lärande och lek
- 2014
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In: Symposiet Fritidshem - kunskap i gemenskap i backspegeln. ; , s. 5 (s. 10-14)
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Conference paper (other academic/artistic)
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| 2. |
- Hemlin, Sven, 1948, et al.
(author)
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Organizational support for innovation in biosciences: Comparing high and low performers in Sweden and Croatia
- 2009
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In: European Sociological Association, ESA 9th conference, 2-5 September, 2009, Lisbon.
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Conference paper (other academic/artistic)abstract
- There is a need to better understand the organizational factors influencing innovative performance. This cross-cultural study examined organizational support factors in biotech R&D groups differing in innovative performance. The objective was to twofold; first to explore how organizing influences innovativeness in R&D, and, second to examine if R&D organizing is related to nations having a low and high innovation degree, respectively. Results supported that organizing R&D as well as national innovation performance are related. Crucial organizational issues found were how much organizations encouraged innovations, the degree of perceived autonomy and to what extent organizations could supply knowledge. Some of the implications of these results are introduced.
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| 3. |
- Roos, John Magnus
(author)
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Mapping the Relationship Between Hedonic Capacity and Online Shopping
- 2021
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In: Proceedings of Fifth International Congress on Information and Communication Technology. - Singapore : Springer Singapore. - 9789811558559 - 9789811558566 ; 1183, s. 604-611
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Conference paper (peer-reviewed)abstract
- In the present study, the relationship between hedonic capacity and online shopping is explored through a Swedish nationally representative sample. A survey was distributed to 3000 citizens. The number of respondents was 1591 (response rate: 53%). Ordinal regression analyses were conducted in order to test the association between hedonic capacity and online shopping. The dependent variable was online shopping frequencies. Gender, age, and individual income were control variables. Our findings indicated that hedonic capacity was positively associated with online shopping (p < 0.001). The findings propose that online shopping primarily is triggered by emotions and affect rather than reasoning and cognition. Such insights can be used in strategical marketing and technological decisions by academy and industry, as well as in Web site design and communication.
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| 4. |
- Erikson, Martin G., 1964-, et al.
(author)
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Quality Hazards in the Learning Outcome Model
- 2016
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In: Paper presented at 111th European Quaity Assurance Forum, Ljubljana 17-19 November 2016.
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Conference paper (other academic/artistic)abstract
- Core academic principles and purposes of higher education can be expressed in such terms as students’ personal development or academic identity. These are important in the Bologna process, for example in relation to life-long learning. At the same time, policies about learning outcomes regulate much of the teachers’ everyday practice. The paper analyse the extent to which this combination of perspectives can be a quality hazard, and it is argued that two particular areas can be problematic. The first is that desirable effects of higher education that cannot be expressed as learning outcomes are at risk of being neglected. The second is that learning outcomes can become a roof, restricting students’ ambitions and their entire outlook on what higher education is supposed to be. How these risks can be taken into account when formulating quality criteria is discussed in relation to the responsibilities of students, teachers and institutional management.
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| 5. |
- Player-Koro, Catarina, et al.
(author)
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Production of knowledge of teachers’ professional work in the digital platforms infrastructures of schools – the problem of locating and defining the ethnographic field
- 2022
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In: Oxford Ethnography and Education Conference, 12-14 September 2022, Oxford, England.
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Conference paper (other academic/artistic)abstract
- Constructing a field has always been a necessary and difficult task for ethnographers. As been argued by for instance by Burrell (2009), defining the nature and boundaries of an empirical field are key for the ethnographic process. In an effort to identify and bound fields and make ethnographies recognizable in relation to each other, a plethora of prefixes for the word ethnography have emerged. Types of ethnography have been minted such as critical- and institutional ethnography, and since the emergence of digital cultures attempts to define fields or approaches to ethnography as having specific characteristics have flourished (Hammersley, 2018). Prefixes such as digital, network and trace have emerged, indicating lineages from earlier forms of ethnography and attempts to articulate distinct sets of methods. In practice, however, many of these prefixes are used interchangeably and the differences between forms of ethnography can have little significance. One area that, distinctions between different forms of ethnography have significance, however, is in limiting or at least complicating the task of defining the kind of ethnography that one is engaged in as one works with an empirical situation that may not necessarily fit nicely in to one definition or another. One such situation is the focus of our work in a Swedish project that examines the possibilities and constraints in teachers’ work with a specific focus on how teachers regulate and are regulated by the digital infrastructure and technologies embedded both in schools and classrooms and in teachers’ everyday life outside school. Based on that situation, the aim of this paper is to examine the problem of locating and defining the empirical field in relation to different forms of ethnography. The backdrop for the study is the strong political and economic push for school digitization in Europe and other parts of the world. It forms part of a global technology market and platform economy where internet platform businesses make up the major part and reach into the core of schools’ everyday work. As a consequence, teachers’ now work in classrooms and schools that are inextricably embedded and inseparable to the employment of digital technologies. The ‘new’ normality of teachers is to be constantly connected to the schools’ digital systems that has expanded teachers’ work across space and time and resulted in the creation of new digital work practices. Findings: In our results we will present a reflexive critique of our own ethnographic engagement with school administrators, principals and teachers in Swedish upper secondary school. This involved collections of different kinds of policy, mapping of infrastructure, combined with participant observation, teachers’ self-report of online and offline work, interviews and focus-group interviews. Contribution to education/ethnography: Our intention is to make a contribution to the ongoing discussion of doing ethnography in the hybrid world where home and field are no longer neatly separated and where the distinction between on- and offline is blurred and overlapping. Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field methods, 21(2), 181-199. Hammersley, M. (2018). What is ethnography? Can it survive? Should it?. Ethnography and Education, 13(1), 1-17.
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| 6. |
- Player-Koro, Catarina, et al.
(author)
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TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
- 2015
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In: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
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Conference paper (peer-reviewed)abstract
- This paper examines the issue of technology optimism through critical ethnographic research from two years of study within four upper secondary schools in Sweden. These schools have invested in one-to-one lap-top initiatives as a claimed means to solve important problems and transform educational settings to the better based on a belief in the capacity of technology to change things in a progressive common interest. We examine the degree to which this seems to have happened. We discuss the technology optimism discourse as one that has allowed a marketization process to take over schools in the interests of corporations and examine if a process of false marketing can be said to have taken place as part of an exploitation of education in the interests of corporate profit. There is strong empirical support for this suggestion. One-to-one technology has not had strong effects on pedagogy in the two schools whilst corporations have made vast profits from the sale of computer hard- and software to schools in one-to-one and other similar ventures.
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| 7. |
- Daoud, Adel, 1981, et al.
(author)
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Preferences or Want-lists: an organic view of want formation
- 2009
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In: Sociologförbundetsårstmöte, 5-6 mars, 2009. Campus Engelska Parken Uppsala, Sverige.
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Conference paper (peer-reviewed)abstract
- Abstract: The premise of scarcity is central in economics, sociology and politics: we find it, for example, in Hobbes problem of order, Durkheim’s problem of solidarity, or in Menger’s economic problem. However, there could not be any scarcity without there being no wantingness (Robbins 1932/1945). Therefore, it is essential to study the underlying mechanisms of human wants. The purpose of this paper is thus to develop an explanatory approach of wants. We do this in relation to the concept of preferences of rational choice theory (Becker 1996). By using a favorite case of this theory, namely choices in meritocratic education (Coleman, and Goldthorpe), we manage to show that the assumption of stable preferences is unrealistic. The want-lists of different student’s (n=27) demonstrate this. These lists contain, from the perspective of rational choice, high level of inconsistency (Elster 1990): that is, they violate the principle of transitivity (leads to irrationality) and manifests indifference which is derived from the principle of completeness (leads to indeterminacy). We argue that this inconsistency arise because of radical uncertainty (Beckert 2002), denominated as epistemological opaqueness. From this we propose an alternative approach to want formation anchored in the concept of the habitus (Bourdieu 1986) and reflexivity (Archer 2003). The habitus establish the set of wants (merely the bundle of wants), whereas reflexivity condition the want-list (the interconnectedness of wants). This approach does both ease the problem of epistemic opaqueness and maintains that wants form an organic totality. Consequently, choice as well as scarcity on an individual level depends on the habitus and the reflexive capability of an individual, which ultimately hinges on an agent’s ability to deal with micropolitical affairs. Keywords: preference, wants, rational choice theory, habitus, reflexivity
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| 8. |
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| 9. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(author)
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Teachers’ (future) digital work within platform infrastructures
- 2021
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In: Paper for "The Future of Work" - examining discourses and social practices. International and interdisciplinary conference, Sorbonne University, Paris, France November 25-26, 2021..
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Conference paper (other academic/artistic)abstract
- This paper focuses on the inscribed uses and imaginaries of teachers’ digital work, currently formed through school platform infrastructures. Based on Swedish and Australian project cases, where the public education sector has experienced a substantial marketization and deep penetration of commercial platform infrastructures, we explore current imaginaries and driving forces of digital work. Our ethnographical material is teacher and management interviews, platform studies, activity logs and infrastructural policies. Theoretically, we approach digital work as constituted by socio-technical assemblages, made from social practices and technology inscriptions within cross-platform infrastructures (Plantin et al 2018), that prescribe particular forms of digital work, which make the existing and future work of teachers visible, thinkable and actionable in particular ways. From our two cases superficial differences appear but ultimately the same logics are evident; a highly visible discourse of the teacher professional, in charge of the platform work and simply supported or augmented in their professional judgements. One example is how platform providers and policies promote interoperability and automation across platforms (cf. Perotta et al 2021). In reality and in combination with the business logic of educational platforms (Kerssens & van Dijck 2021), the discourse is highly questionable. It positions teachers as rentieers (Komljenovic 2021), expected to manage digital work seamlessly regardless of platform provider or accompanied by a (robot) colleague or application (Selwyn 2021). Concurrently, teachers are expected to act as creators of school data production for providing school results (Foucault 1975) on platforms where data exploitation however is rule and data ownership unregulated. At least three powerful forces elevate the digital work; 1) disruptive situations, such as the COVID-19 pandemic where teachers are to solve the situation, 2) public sector reform, exposing teachers to increased public accountability, and 3) teacher care for students to provide social support and compensating for structural inequalities. References: Foucault, M. (1975). Surveiller et punir. Gallimard. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology. DOI: 10.1080/17439884.2021.1876725 Komljenovic, J. (2021). The rise of education rentiers: digital platforms, digital data and rents, Learning, Media and Technology, DOI: 10.1080/17439884.2021.1891422 Perotta, C., Gulson K.N., Wiliamson, B., and Witzenberger K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1): 97- 113. https://doi.org/10.1080/17508487.2020.1855597 Plantin, J.-C., Lagoze, C., Edwards, P. N., & Sandvig, C. (2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media & Society, 20(1), 293-310. Selwyn, N. (2021). Digital labor meets the classroom. Research Intelligence, 145. http://der.monash.edu/wp-content/uploads/2021/01/Research-Intelligence-DEC-2020.pdf
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| 10. |
- Helming Gustavsson, Maria, 1970-, et al.
(author)
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Svensklärares tankar om engagemang vid fiktionsläsning på högstadiet
- 2022
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Conference paper (other academic/artistic)abstract
- Denna studie syftar till att belysa svensklärares uppfattningar av engagemang vid fiktionsläsning, inom ramen för svenskundervisning i årskurs 7–9 samt vilka förutsättningar för engagemang som de uppger finns i nämnd undervisning. Svensklärare har en viktig uppgift att stimulera elever till läsengagemang. Deras uppfattningar vad engagemang vid fiktionsläsning innebär speglas i den undervisning de bedriver, utifrån textval och läsaktiviteter. Att språka om litteratur vid litterära samtal är till exempel en sådan aktivitet som kan bidra till ett ökat engagemang, framgår det i innevarande studie. Således knyter denna studie an till temat ”Språk och litteratur – en omöjlig eller skön förening”, med betoning på skön förening.Studien har genomförts utifrån individuella intervjuer och fokusgruppsintervjuer, via zoom. Materialet har sedan analyserats tematiskt i syfte att se övergripande teman i lärarnas utsagor. Mot bakgrund av teoretisk utgångspunkt i hermeneutisk fenomenologi har innehållet i lärarnas utsagor tolkats för att få en inblick i lärarnas livsvärldar (Husserl, 2014) och förståelsehorisonter (Gadamer, 1997).Engagemang är enligt lärarna i denna studie betydelsefullt vid fiktionsläsning. De beskriver läsengagemang som sammansatt, där det handlar om att bli uppslukad, berörd, att vilja möta nya insikter samt att vilja samtala med andra om litterärt innehåll. Viktiga förutsättningar för läsengagemang i undervisning är enligt lärarna att välja fiktion som elever kan knyta an till, att ställa rätt frågor till texterna samt att undervisningsmiljön präglas av tillit och samarbete. Här behöver lärarna vägleda sina elever genom att hjälpa dem att hitta fiktion som engagerar och att lära dem ställa frågor till texterna. Detta behöver göras i en tillitsfull undervisningsmiljö där lärarna och eleverna möter fiktion och möts genom fiktion.KällförteckningGadamer, H. (1997). Sanning och metod (i urval). Daidalos.Husserl, E. (2014). Ideas: General Introduction to Pure Phenomenology. Routledge.
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