| 41. |
- Hägg, Göran, et al.
(författare)
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Fysisk belastning
- 2008. - 1
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Ingår i: Arbete och teknik på människans villkor. - Stockholm : Prevent. - 9789173650373 ; , s. 129-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 42. |
- Hägg, Göran M, et al.
(författare)
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Physical load
- 2009. - 1. uppl.
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Ingår i: Work and technology on human terms. - Stockholm : Prevent. - 9789173650588
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Johansson, Anja, et al.
(författare)
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Evaluation of a Workplace Redesign of a Grocery Checkout System
- 1998
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Ingår i: Applied Ergonomics. - 1872-9126. ; 29:4, s. 261-266
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to evaluate the effects on the working postures and movements of a cashier when two different locations of the scales (one to the left of the cashier, the other under the conveyer belt in front of the cashier) were used in a grocery checkout system. Two cashiers (of average stature and short stature) were videotaped while working, in both sitting and standing working positions. Analysis of the video tapes was performed using the WOPALAS method and video observations. The results of the study show that the design of the checkout system with the scales under the conveyer belt provides a more favourable working position for both the taller and the shorter cashier. Additionally, the results indicate that a standing position is more favourable than a sitting one for the taller cashier while for the shorter cashier the sitting position is better.
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| 44. |
- Johansson, Curt R, et al.
(författare)
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Participation and empowerment by visualisation
- 2004
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Ingår i: Applied participation and empowerment at work - methods, tools and case studies. - 9789144038308 ; , s. 53-79
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 45. |
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| 46. |
- Karlsson, Jan, 1959-, et al.
(författare)
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Academics’ strategies and obstacles in achieving collaboration between universities and SMEs
- 2007
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Ingår i: Tertiary Education and Management. - Philadelphia : Routledge. - 1358-3883 .- 1573-1936. ; 13:3, s. 187-201
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Tidskriftsartikel (refereegranskat)abstract
- There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including 'service to the community'. This empirical study reveals that researchers who are engaged in collaboration with small and medium enterprises (SMEs) encounter many hindrances within the academic structure and obstacles due cultural differences that needs to be overcome. But it is also evident that they are creative and learn different strategies in accomplishing their goals and they also bring back useful experiences and knowledge from their cooperation into their research and teaching within the academic organization. We suggest that attention should be paid to the broader and more elaborate view of collaborative knowledge production that we present in the article if university structures are to provide better support for their academic staff to interact profitably with the community, and thereby create a 'win-win situation' for everyone involved.
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| 47. |
- Karlsson, Jan, 1959-
(författare)
-
Learning in Collaboration : Academics’ experiences in collaborative partnerships
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it.
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| 48. |
- Karlsson, Jan, 1959-, et al.
(författare)
-
Reaching beyond disciplines through collaboration : Academics' learning in a national multidisciplinary research programme
- 2008
-
Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 20:2, s. 98-113
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.
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| 49. |
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| 50. |
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