| 31. |
- Bergqvist Rydén, Johanna, et al.
(författare)
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En policys färd : Undersökandet av implementeringen av en utbildningspolicy inom högre utbildning
- 2021
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Konferensbidrag (refereegranskat)abstract
- This paper is a part of a larger project where we longitudinally (over seven years) analyze the implementation process of a policy instigating written assessment criteria for all courses in a traditional university faculty. The overarching question is: How does educational policy influence educational practice?The project adhere to a complex perspective on implementation (Gornitzka et al., 2005) as it sees a policy and its journey from formation to practice as a series of negotiations, sometimes called the implementation staircase (Saunders and Sin, 2015).The complexity of such a process is inevitably increased by a number of aspects (Røvik, 2016): the perceived value of the policy content by the owners of the practice (teaching), the organizational distance between those formulating the policy and the practitioners, the organizational culture/s and its relationship to the coordinative aspect of the policy (Schmidt, 2008), and the considerable timespan that implementation studies require (Sabatier, 2005). Moreover, a multitude of interacting time perspectives (as per the Annales School, eg. Braudel, 1995) in eg. various stakeholders’ expectations on outcomes, as well as the mutual influences by structures and events on each other in terms of change, obstructs the feasibility to identify and study a policy implementation as an isolated event. We therefore suggest that expectations on policy implementation in complex and autonomous institutions such as universities should acknowledge this very complexity as intrinsic.In this presentation, we use a framework suggested by Røvik, focusing especially on the negotiations performed by local leaders (study directors) and academic teachers.We have collected material through participation, as two of the authors, who are also active as pedagogical developers, have played active part in the formulation of the policy as well as in the process studied here. To this, we add repeated interviews with teachers, local leaders, and administrative personnel as well as with the deans active during the period studied. These interviews have been reflective in character, where we invite the interviewee to reflect on the process, thereby making the research approach participatory (Bergold and Thomas, 2012).Preliminary results suggest the process as signified by negotiations. The policy’s coordinative function is thereby challenged. In relation to Røvik’s framework, we see that both leaders and teachers construct individual interpretations of, as well as ways to enact, the policy; an observation that calls for modification of Røvik’s framework. This leads to arguments against a perspective on policy implementation as instrumental identification of impact.
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| 32. |
- Bergqvist Rydén, Johanna, et al.
(författare)
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Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv
- 2024
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Ingår i: Lifelong Learning and Higher Education: New (and Old) Perspectives : Proceedings from the 2022 Lund University Conference on Teaching and Learning - Proceedings from the 2022 Lund University Conference on Teaching and Learning. - 9789172674844 ; , s. 153-170
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Anonymisation of assessments has been discussed for decades. It stems from a concern about unduly bias in assessment and grading. In Sweden, anonymised assessments were introduced in many universities a decade ago. It was rarely preceded by discussions on potential pedagogical consequences. Recent research on the effects of anonymisation does not confirm the hypothesis of reduced bias in grading. Research have also indicated that assessment and feedback designs affect student learning, and that anonymised assessment designs might obstruct the intentions of learning-oriented designs. I advocate a certain degree of caution and call for a nuanced discussion with students’ learning in focus.
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| 33. |
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| 34. |
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| 35. |
- Bergqvist Rydén, Johanna
(författare)
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Medieval medical cultures in Sweden - practices and ideas mirrored in materiality : Practices and ideas mirrored in materiality
- 2016
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Konferensbidrag (refereegranskat)abstract
- The poster briefly presents some main traits on how medical practice and understanding changed during the middle ages and renaissance, and how it is mirrored in material culture. A development well on its way during the first half of the middle ages seems to have been interrupted by the Great Death and after that new ideas from abroad were allowed to have a greater influence. A major explanation to this, Bergqvist suggests, is that the earlier knowledge, which was not written down, disappeared to a large extent as the population was reduced. Scholastic knowledge, on the other hand, survived better partly because it was written down, and so was made to replace what had been lost of personal and embodied knowledge.Bergqvist also suggests, with support of archaeological evidence, that medical culture of monastic institutions differed from the surrounding society, and did not spread widely outside the institutions.
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| 36. |
- Bergqvist Rydén, Johanna
(författare)
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Pedagogiska dilemman vid anonymiserad examination och bedömning
- 2023
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Ingår i: Högre utbildning. - 2000-7558. ; 13:3, s. 87-96
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Tidskriftsartikel (refereegranskat)abstract
- Advantages and disadvantages of anonymisation of assessment procedures have been discussed for decades. It is not difficult to understand why the issue has been on the agenda for such a long time. To a large extent, both in Sweden and internationally, it is the students who request anonymisation in examination procedures, and their demands stem from a concern about bias in assessment and grading. In Sweden, anonymized assessment was introduced at many higher education institutions about a decade ago. The implementation, however, was rarely preceded by discussions about potential pedagogical consequences. Research of later years on effects of anonymisation, as well as knowledge about the effects of assessment on student learning, call for a discussion. Researchers have not been able to find evidence of positive consequences of anonymisation in terms of reduced bias in grading. Instead, there is a risk that central qualities in assessment procedures are undermined by an assessment culture steered by requirements on anonymisation. For example, qualities such as feed forward, assessment of progression, the development of learning-oriented assessment forms and a relationship rich higher education are at risk. In this article, I advocate a certain degree of caution when it comes to the implementation of anonymized assessment methods, and call for a nuanced discussion, focusing assessment as a tool for student learning.
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| 37. |
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| 38. |
- Bergqvist Rydén, Johanna
(författare)
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When Bereaved of Everything : Objects from the Concentration Camp of Ravensbrück as Expressions of Resistance, Memory, and Identity
- 2018
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Ingår i: International Journal of Historical Archaeology. - : Springer Science and Business Media LLC. - 1092-7697 .- 1573-7748. ; 22:3, s. 511-530
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Tidskriftsartikel (refereegranskat)abstract
- When survivors from the Ravensbrück concentration camp arrived in Sweden in spring 1945, some of the objects they brought with them from the camp were collected and preserved. These are modest in appearance, but were – as oral testimonies show – invaluable in camp. The concentration camp context of obliteration stretches the limits of interpretation of material culture to its extreme. In this article the objects are discussed as expressions of resistance, memory, and identity. These immaterial values were among the most vital coping strategies used by the prisoners against the dehumanization laid upon them by the camp administration. The material culture was central in enabling, upholding, and realizing these.
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