| 1. |
- Andersson, Jonas E., et al.
(författare)
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Addressing and transforming complexities in cities : Exploring logics and routines in Sweden
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Well-managed urbanization can be a transformative force towards socially and environmentally sustainable cities. The transformative change relies on knowledge and collaborative action, rather than disconnected knowledges from different scientific disciplines and of sectorial actors. A problem that hinders collaborative action is the complexity of sustainable urbanization. In this paper we aim to expand thinking on urban transformation from a multisectoral and tri-disciplinary research perspective. Methods in use are tri-disciplinary essays to identify multisectoral interests, logics and routines in urban transformation. Essayistic insights form and develop three analytical dialogues on a range of urban transformation specificities in the urban complexity and related to sustainable urbanization. The essays are collaboratively interpreted as a Saskia Sassen inspired de-theorising process to get hold of complexities in cities by social, self-reflective and introspective processes. There are multi-sectoral issues difficult to develop with current modes of thinking and independent logic of developments. A re-theorization is proposed with collective ways of understanding, interacting and developing urban sustainable solutions that aims to appropriately address the complexities of the urban environment. Two ways of thinking and acting is contrasted. Independent and interdependent logics of leadership cultures for sustainable development are considered as a new way to theorise around the sustainable city. Implications concern complexities in cities such as how to design and develop urban projects that embraces actors' concerns and knowledge for sustainable development. There appear many simultaneous action nets of urban transformation specificities. These are based on actors’ logics, routines, ambitions, and collaboration. Leadership for transformation is not the independent cultures with one or few actors in the action nets but the interdependent culture making room for and adapt specificities of the engaged actors.
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| 2. |
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| 3. |
- hagström, tom, 1943-, et al.
(författare)
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The generality of adult development stages transformation : comparing meaning-making and logical reasoning
- 2015
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Ingår i: Integral Review. - 1553-3069. ; 11:3, s. 30-71
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Tidskriftsartikel (refereegranskat)abstract
- Human development theories differ in “context sensitivity,” covering those stressing development stages and those stressing continuously progressing changes. The former theories differ in whether, how and why the stages are regarded as being generalized across domains, i.e. their generality claims. Piaget’s developmental stage theory of logical complexity of children and adolescents fulfill “strong” such claims, including fixed stage sequentiality of increasing complexity levels and higher stage structures integrating earlier ones. His theory has inspired a number of adult development stage theories with varying generality claims. These provide suggestions of stages and stage transitions reaching beyond “pure” cognition, integrating more of e.g. emotional, value and moral dimensions. From a neo-Piagetian perspective, core generality aspects seem to concern on the one hand logical reasoning and on the other hand meaning-making. This raises questions of how these aspects are related to each other in terms of stage structures and transformations.The aim of the article is to discern general features in adult development stage structures and transitions, in terms of logical reasoning and meaning making. This is carried out by a “thought experiment” interrelating two theories that differ in these respects but that are both based on Piaget’s theory, namely Robert Kegan’s constructive developmental Subject-Object Theory (SOT) and Michael Common´s behaviouristic Model of Hierarchical Complexity (MHC). This comparing approach concerns the 3rd, 4th and 5th order of consciousness as well as transitions between these according to SOT, and order 9 to 12 and corresponding transitions according to MHC. The thought experiment indicates that the generality claims of both models can be argued for without one of them necessarily being subordinated to the other one. Both theories are interpreted as differing but partly overlapping structures of coherence, while also being involved in transformative thesis-antithesis-synthesis processes. The possible interrelatedness between logical reasoning and meaning making is considered and discussed, as well as the relevance of differing generality claims, and contrasting subjectivistic and objectivistic “scientific positions.” Finally, it is argued for the need of contextualizing adult development theory and research by relating it to postindustrial societal demands and challenges in terms of e.g. a “transform-actional” approach.”
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| 4. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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A developmental questionnaire on knowing and learning
- 2014
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Konferensbidrag (refereegranskat)abstract
- Are students and teachers up to the developmental challenge of teaching and learning the exceptional capabilities needed to address the complex issues of our time? Issues such as moving towards a sustainable development of society are typically quite complex and ill-structured. In order for higher education to provide opportunities for intellectual growth and development among students, a key issue besides complex thinking is to acknowledge the different epistemological beliefs of teachers and students, such as conceptions of teaching and learning, that may influence the teaching and learning experience and so the quality of the learning outcome. We will present a newly constructed epistemological beliefs questionnaire, concerning views on knowledge and learning. The questionnaire consists of 6 domains (a good study book, discussions, application of knowledge, responsibility for learning, understanding, good teaching), with 6 items in each domain, which are rated and ranked. The questionnaire is based on adult developmental theory (e.g. van Rossum & Hamer, 2010), where the developmental trajectory goes from a view of knowledge as being true or false and provided by the teacher as authority, to a view that emphasizes the constructed and contextual nature of knowledge – allowing teachers to adapt the teaching to the context and the student’s developmental level. In the spring of 2014, this questionnaire and a previously developed value system questionnaire will be sent to all teachers at Jönköping University (JU). The epistemological beliefs questionnaire is to be analysed with multivariate methods such as a multivariate pattern recognition method and factor analysis. Previous analyses of the value system questionnaire, using corresponding methods, have resulted in an identification of several developmental stages of values, and the epistemological beliefs questionnaire is expected to yield a similar result. Results from the two questionnaires will be compared in order to investigate the relationship between values and epistemological assumptions.
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| 5. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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A dialogue map of leader and leadership development methods : A communication tool
- 2020
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Ingår i: Cogent Business & Management. - : Cogent OA. - 2331-1975. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- The dialogue map is a new pedagogical framework that provides an overview of leader and leadership development methods and is designed to facilitate dialogues about how to promote leadership development. The aim was to create and test a dialogue map. This was accomplished through an iterative process using the literature, experts on leadership development, 45 interviews, 16 questionnaire responses and 6 workshops in three large organizations with managers, professionals and human resources experts. The dialogue map is designed as a table with five categories: developmental relationships, developmental assignments, feedback-intensive processes, education and self-development activities. Each category consists of individual leader development methods and collective leadership development methods. Thirty three methods are presented. The pilot test showed that the dialogue map increased awareness about available methods and enabled more deliberate choices regarding development activities. The dialogue map contributes by providing a systematic overview of collective leadership development, not only individual leadership development. Leadership development becomes more democratized because it focuses on activities that can be done in daily work, inside and outside work, at both an individual and collective level.
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| 6. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Adult development as a lens : Applications of adult development theories in research
- 2017
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Ingår i: Behavioral Development Bulletin. - : American Psychological Association (APA). - 1942-0722. ; 22:2, s. 266-278
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Tidskriftsartikel (refereegranskat)abstract
- Adult development (AD) theories have a great potential for use in providing perspective and create new understanding of societal problems and challenges. The use of AD as a lens provides insights into people’s qualitative, different ways of thinking, talking, and acting. The theories are used by researchers and practitioners with various backgrounds in several different scientific domains. The aim of this article is to provide an overview of different approaches on how theories of AD are applied in research, with a focus on the potential of using it and how to eliminate the possibility of reproducing existing knowledge. The results consist of 6 approaches of how AD is currently presented and used in research: introductory work, creating and refining stages, making comparisons with established models, tracing the dynamics of promoting development, analysis of mismatches in adult life, and societal and organizational development. There are several promising avenues for future research by using a combination of these approaches as a way forward to promote the development of this scientific field.
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| 7. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Komplexitet för kvalitet i lärande och undervisning : bedömning av komplexa problem och studenters resonemang
- 2011
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Ingår i: Högre Utbildning. - 2000-7558. ; 1:1, s. 15-26
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Tidskriftsartikel (refereegranskat)abstract
- Vi utbildar studenter för att de ska ha möjlighet att lösa mycket komplexa samhällsproblem,men hur vet vi att de har utvecklat de former av tänkande och handlande som krävs? Forskning visar att vuxna tänker, talar och handlar utifrån olika nivåer av komplexitet, och att utbildning i hög grad påverkar människors förmågor. Model of Hierarchical Complexity(MHC) är en teori som beskriver hur komplext information sätts samman och hur komplext personer resonerar i en fråga, vanligtvis på någon av nivåerna konkret, abstrakt, formellt, systematiskt eller metasystematisk. Syftet med denna artikel är att introducera MHC och visa på dess relevans som verktyg inom högre utbildning. Med hjälp av teorin är det möjligt att analysera både hur komplex en uppgift är och hur studenter klarar av att lösa den, vilket speglar förståelse inom ett ämne. Med modellen som mått på komplexitet tydliggörs svårighetsgraden i det som ska läras och på vilken nivå studenterna klarar att ta till sig kunskapsinnehållet. Avslutningsvis diskuteras hur studenter kan stödjas att utvecklasina förmågor till komplext resonerande och därmed skapa kvalitet i både lärande och undervisning.
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| 8. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Nya perspektiv på individuell och kollektiv ledarskapsutveckling i komplexa organisationer
- 2019
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Rapport (refereegranskat)abstract
- Detta forskningsprojekt om ledarskapsutveckling i företag finansierades av KK-stiftelsen och genomfördes under 2017-2019 av forskare från Jönköping University, från Malmö universitet och med de deltagande företagen Sandvik, Svenska Spel och NCC. Syftet med forskningsprojektet var att undersöka hur ledarskapsutveckling kan bedrivas och användas för att utveckla företagens förmåga att hantera en komplex omgivning. Forskningsprojektet var samproducerande i och med att forskare tillsammans med företagen utforskade olika perspektiv på hur ledarskapsutveckling bedrivs och kan bedrivas på ett systematiskt vis. Ledarskapsutvecklingen studerades i ett avgränsat sammanhang hos Sandvik och Svenska Spel gällande nyligen genomförda organisationsförändringar och hos NCC gällande hur man organiserar för att hantera stora projekt.Ledarskapsutveckling kan dels innebära en utveckling av ledarna som individer i termer av kompetenser som krävs för att utföra sitt arbete som ledare eller av vidare förhållningssätt till ledarrollen som kan vara formell eller informell. Begreppet involverar även utvecklingen av ett kollektivt ledarskap där ledarskapet fördelar sig över en grupp, avdelning eller hel organisation. Forskningsprojektets samproducerande forskningsansats kan ses som ett exempel på när sådant kollektivt ledarskap utövas av deltagarna.Forskningsprojektet resulterade i akademiska publikationer såväl som ett antal utvecklingsprojekt i företagen. De akademiska resultaten var följande fyra forskningsartiklar:Studie 1: Perspektiv på ledarskapsutveckling, som bygger på intervjuer med ledare från de olika företagen och beskriver sex olika perspektiv och sätt att förstå ledarskapsutveckling som ordnats efter ökad komplexitet.Studie 2: Metoder för ledarskapsutveckling, som ger en översikt över olika metoder för ledarskapsutveckling. En pilotversion av en dialogkarta skapades som kan vara användbar för att ledare såväl som HR-personal ska kunna få en överblick över möjliga sätt att systematiskt stödja ledarskapsutvecklingen.Studie 3: Komplexa organisationer som driver ledarskapsutveckling, som beskriver hur två av företagen, Sandvik och Svenska Spel, har genomfört organisationsförändringar som ökat komplexiteten i organisationsstrukturerna på ett liknande sätt. Förändringarna har gett upphov till nya ledarroller och tillfällen för utveckling av ledarna som berörs samt utveckling av ett mer kollektivt ledarskap.Studie 4: Ett ramverk för ledarskapsutveckling, som introducerar hur ledarskapsutvecklingen kan förstås ur fyra olika perspektiv: individens utveckling, kollektivets utveckling, den strukturella utvecklingen och uppgiftens komplexitet.För företagen resulterade forskningsprojektet i utvecklingsaktiviteter och lärande. Några lärdomar och rekommendationer är att organisationer bör involvera inte bara ledare utan även medarbetare i aktiviteter kring ledarskapsutveckling, initiera6diskussioner kring vad gott ledarskap och ledarskapsutveckling innebär, utveckla inte bara individer utan också det kollektiva ledarskapet, samt att ledarskapsutveckling inte bara sker vid enstaka kurser eller insatser utan kan ske vid det dagliga arbetet, exempelvis vid förändringar i arbetsuppgifter, roller eller organisatoriska förändringar. I detta forskningsprojektet har vi sett det som en central uppgift för en ledare, utöver att leda och bidra till verksamhetens mål, att kontinuerligt och systematiskt stödja den egna och kollegors ledarskapsutveckling. I en föränderlig värld finns inte något slutgiltigt svar på vad ett önskvärt ledarskap är – ledarskapet behöver ständigt utvecklas.
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| 9. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Six ways of understanding leadership development : An exploration of increasing complexity
- 2020
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Ingår i: Leadership. - : Sage Publications. - 1742-7150 .- 1742-7169. ; 16:4, s. 434-460
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Tidskriftsartikel (refereegranskat)abstract
- Leadership development is a multifaceted phenomenon with a multitude of definitions and meanings requiring closer exploration. The aim of this study was to identify and investigate qualitatively different ways of understanding leadership development and categorize them from a complexity perspective. We conducted 21 semi-structured interviews with professionals and managers. Analysis using a phenomenographic approach revealed six categories and different ways of understanding leadership development: (1) one's own development, (2) fulfilling a leadership role, (3) personal development, (4) leader and organizational development, (5) collective leadership development, and (6) human development. The categories were arranged hierarchically according to increasing complexity. Our contribution recognizes more nuanced interpretations than previously identified and highlights underlying structures of complexity. The results help to empirically ground and elaborate current theories and distinctions within the field of leadership development research where similar patterns can be observed. They may assist researchers in making both their own and other's assumptions on leadership development explicit, as well as informing the practice of tailoring leadership development activities to better match individuals and organizational contexts.
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