| 238531. |
- Olsson, Eva-Karin, Professor, 1973-
(författare)
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How Journalists Portray Political Leaders : The Personalization of Prime Ministers and the Connection to Party Affiliation in Swedish News Coverage
- 2017
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Ingår i: Putting a Face on It. - : Cappelen Damm Akademisk / NOASP. - 9788202589523 ; , s. 99-119
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Journalists not only represent political leaders in terms of their policies and political competence. The personalities and private lives of leaders have also become an important component in mediated stories and narratives crucial for voter identifi-cation and interest. This chapter explores how the Swedish press reports on prime ministers’ social backgrounds, personal appearance and leadership characteristics in relation to party affiliation. The empirical material consists of news reporting on four former Swedish prime ministers: two from the Swedish Social Democratic Party; and two from the Moderate Party. The findings show that it is not only party affiliation that is of interest to journalists in reporting on prime ministers. Broader societal trends of what it means to be a politician in a certain time and era also influence reporting.
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| 238532. |
- Olsson, Eva-Karin, 1973-
(författare)
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Media Crisis Decision Making : A Case Study of SR (Swedish Radio), SVT (Swedish Television) and TV4
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study takes as its starting point that news organizations’ actions during crises vary more than one can expect based on previous research on news work. Accordingly, the dissertation aims to move beyond the notion of news organizations as homogenous and attempts to open the ‘black box’ of news organizations’ decision making. The study is based on interviews with members of three Swedish broadcasting organizations: the Swedish Public Television (SVT), the Swedish Public Radio (SR), and TV4. The interviews focused on how the three organizations dealt with the news coverage of the September 11th 2001 terrorist attacks in the USA. The four articles included in this dissertation challenge from different perspectives the previous assumptions presented in the field of media and journalism. First, as a response to the variety of definitions of non-routine news events applied in previous research, Article I sets out to propose a definition of crisis news events from a news organizational perspective. Accordingly, the article proposes to understand crisis news as surprise events that challenge key organizational values and that demand a swift response. Second, in questioning the notion of news organizations as homogenous, Article II examines the actions taken by the three Swedish broadcasting organizations in response to 9/11. This article argues, based on a neo-institutional perspective, that news organizations’ decision making can be explained by differences in organizational ‘rule-regimes’. Third, Article III challenges the assumption that newsroom actions are homogeneous by examining two newsroom responses to 9/11, in particular their everyday organizational structures and previous experiences. The last Article (IV) applies a slightly different perspective in arguing that during crises media managers’ decisions are not only influenced by the audiences’ informational needs but also by the ritual role news organizations play in times of crises.
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| 238533. |
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| 238534. |
- Olsson, Eva-Karin, et al.
(författare)
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SARS : Meeting an Epidemic Head-On
- 2011
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Ingår i: SARS from East to West. - New York City : Lexington Books. - 9780739147559
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 238535. |
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| 238536. |
- Olsson, Eva, 1960
(författare)
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L2 students’ development of academic vocabulary: the possible impact of two learning environments
- 2016
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Ingår i: BAAL Language Learning and Teaching SIG: Crossing Boundaries – Language Learning and Teaching Inside and Outside the Classroom. University of Lancaster, UK, 30 June 2016..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this study, the development of English academic vocabulary among students in Swedish school, aged 16–19, who study English as an L2 is investigated. The possible impact of English used in two different contexts on this development is studied: extramural English, i.e. English used outside school, e.g. watching films or playing computer games, and English encountered in content and language integrated instruction (CLIL), where non-language school subjects are instructed trough English. The students’ use of general academic vocabulary was analysed in four writing assignments given over three years. Comparisons were made between students who followed CLIL education targeting English and students who followed regular education with instruction in Swedish (with the exception of language classes). The frequency of the students’ extramural use of English was investigated as was the time spent on such activities. The results show that CLIL students did not progress more in their use of academic vocabulary than did students who followed regular education in Swedish in spite of the fact that CLIL students encountered and used English more often at school as well as in their spare time. The frequency of extramural English correlated with the use of academic vocabulary only in the first essay. For development of academic vocabulary over time, extramural English did not seem to have any considerable impact at all. The findings imply that frequent exposure to an L2 may not automatically result in enhanced development of academic language.
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| 238537. |
- Olsson, Elizabeth, 1980, et al.
(författare)
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Learning to Lecture: A Post-Bologna, Comparative Study
- 2021
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Ingår i: European Conference on Educational Research (ECER).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- How do Ph.D. students and early career academics learn how to lecture across Europe? The Bologna Process is a reform mechanism seeking to increase mobility, coherence, inclusiveness, cooperation, and accessibility in European Higher Education (European Commission). Launched twenty years ago with the Erasmus Programme, the Process was updated to include third-cycle studies, also called Ph.D. education, in 2003 (Berlin Ministerial Communiqué). While the Berlin Ministerial Communiqué spoke to various phases, resources, and types of research education, the communiqué did not specify how third cycle participants would learn to teach their research. This is both a telling and problematic omission since academic careers consist of two primary activities: researching and teaching. In the absence of guidance on how Ph.D. students can-- and perhaps should-- learn to lecture, it is unclear how Ph.D. students and early career academics acquire pedagogical skills across Europe. By extension, the lack of knowledge and consistency in Ph.D. education calls into question Bologna’s core principles. After all, if Ph.D. students are not offered comparable pedagogical training--- or any training at all-- how can European universities 'stimulate the development of excellence' (Berlin Ministerial Communiqué 2003, 7) among cadres of students ostensibly learning to lecture during their third cycle studies? While existing literature highlights the need for pedagogical training (Gibbs & Coffy 2004; Pickering 2007; Postareff et al. 2007), few contributions elaborate on how this can be integrated into Ph.D. education. Those who investigate pedagogical training observe that it has been comparatively less attention than research education, both within Europe (Gale 2011; Jordan & Howe 2018; Remmik et al. 2013) and beyond (Bok 2013; Harland & Planger 2004). Harland and Planger (2004) explain how knowledge has become commodified, but within the knowledge market, production is valued higher than knowledge transmission. The unequal value attributed to knowledge acquisition through research over knowledge transmission through teaching has consequences for education in general, and Ph.D. education, in particular. Most Ph.D. students are either expected or required to teach, but most third cycle programs prioritize the dissertation. Bok (2013), for example, demonstrates that Ph.D. students are discouraged from teaching when it takes time from the dissertation. To the extent that teaching is viewed as beneficial for Ph.D. students, it is valued as a means of developing research skills rather than as an end in and of itself. In other words, even when Ph. D. students teach, it is viewed as instrumental to their research practice (Jordan & Howe 2018). Even at universities that aim to deliver “high ranked education,” Ph.D. students receive limited training and support in developing their pedagogical competencies (Jordan & Howe 2018). In some cases, Ph.D. students even say that their pedagogical practices are more influenced by their experiences as undergraduate students than from the training they receive during their tertiary education (Remmik et al.2013). Consequently, several scholars contend that Ph.D. students need to receive pedagogical training and experience to become lecturers upon graduation (Bok 2013, Harland & Planger 2004). Our study builds upon and extends this literature by exploring the issue of pedagogical training during third-cycle education from the perspectives of Ph.D. students and early career academics working at universities affected by the Bologna Process. In this paper, we— two Ph.D. students at an Erasmus-affiliated university— interview Ph.D. students and early career academics in Europe about how they were (or were not) trained to become lecturers during their Ph.D. education. We aim to use our empirical material to build upon and extend existing research on the types of training Ph.D. students receive and to explore how pedagogical training can be developed to meet the needs of lecturers working in Europe.
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| 238538. |
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| 238539. |
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| 238540. |
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