| 1. |
- Gustafsson Nyckel, Jan, 1960-, et al.
(författare)
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Fragmented boundary zones between theory and practice in preschool teacher education in Sweden
- 2020
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Ingår i: Journal of Praxis in Higher Education. - : University of Boras, Faculty of Librarianship, Information, Education and IT. - 2003-3605. ; 2:20, s. 87-112
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Research dealing with preschool teacher education has been, for a long time, criticalof a binary divide between theory and practice. Based on that issue, this studyinvestigates a preschool teacher education programme in Sweden. It focusses onreflection upon theory and practice as an affordance offered to students in studies andwork. The study used a questionnaire with two different groups: campus studentsfollowing the regular programme and students who were nurses already working atpreschools. Analysis shows a fragmented education where the groups faced differentproblems, but also that neither of them could connect reflections on theory andpractice at the workplace to their own deep learning approaches in either studies orworking matters. How the students experienced affordances depended on theireducational skills and knowledge, and the programme relied mostly on individualreflection as the solution to the binary divide. This reliance seemed to work better forcampus students, who were challenged by the new environmental affordances. Thestudents in the field-based programme were very close to the preschools’ pedagogicalmicro-practice, which limited the possibility for critical reflection on theory andpractice and its contextual conditions, especially for students who were nurses.Workplace routines seem to structure the students’ learning instead.
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| 2. |
- Gustafsson, Jan, 1960, et al.
(författare)
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Workplace Learning in Higher Education: Two Examples from a Swedish Context.
- 2017
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Ingår i: In Bowen, T. & Drysdale, M. T. B. (Eds.), Work-integrated Learning in the 21st Century: Global Perspectives on the Future, (35-49) (International Perspectives on Education and Society, V32), Bingley, UK: Emerald Publishing Limited.. - Bingley, UK : Emerald Group Publishing Limited. - 9781787148604
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Bokkapitel (refereegranskat)abstract
- This chapter deals with aspects of the overall criticism in regard to higher education and its growing discrepancy between theory and practice, and the meaning of problem-based and authentic learning. The chapter is based on two specific cases that illustrate how higher education is organized in Sweden, and how education could be organized to correspond to the demands of authentic learning and a new form of knowledge production. Work-based learning started as an alternative to the ordinary three-year nursing program at a university college in the western part of Sweden. One main finding was that the students experienced the relation between the different types of teaching in the program as weak, and the different learning contexts in the program as being separate from each other. Higher Vocational Education (HVE) is a market-oriented vocational higher education program with close cooperation between an educational provider and working life. Work-based learning is a cornerstone of HVE, and authentic learning in a real-life setting constitutes a single course governed by its own syllabus. One main finding, was that students experienced a lack of progression in the work tasks and the subject content of the school-based education was not advanced enough. Workplace learning can serve as a structuring resource in education, but it can also be problematic because knowledge is inherent in routines and technologies.
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| 3. |
- Wyszynska Johansson, Martina, 1964, et al.
(författare)
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Bedömning för yrkeslärande
- 2017
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Ingår i: Yrkesdidaktikens mångfald. - : Lärarförlaget. - 9789188149213
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Bokkapitel (refereegranskat)
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| 4. |
- Kadefors, Roland, 1939, et al.
(författare)
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Attitudes Among Male and Female University Professors, and other Categories of University Employees, to Working up to and Beyond Normal Retirement Age
- 2016
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Ingår i: Nordic Journal of Working Life Studies. - : Det Kgl. Bibliotek/Royal Danish Library. - 2245-0157. ; 6:1, s. 133-146
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Tidskriftsartikel (refereegranskat)abstract
- A study was undertaken in order to identify variables predicting the willingness of male and female university professors, and other employment categories, to work up to and beyond normal retirement age (65 years). Employees were asked by means of a questionnaire about their willingness to continue working to age 67, or to age 70, if they were given the chance. Hierarchical multiple regression analysis was carried out (N=3019; 59.8 % women and 40.2 % men). The interest to continue working into old age was significantly higher in men than in women p<0.01). Among independent variables, age, position and work satisfaction predicted women’s as well as men’s interest to work to age 67 and 70, whereas among women also perceived health predicted the willingness to work to age 67. Professors and lecturers were the categories showing the highest interest to work to age 70, compared to administrative and technical personnel; men showed significantly higher interest than women among lecturers and administrative personnel. The study emphasizes the effects of position and gender on willingness to continue working into old age, but identifies in addition also work satisfaction and age as significant predictors.
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| 5. |
- Alm, Maria, 1956-
(författare)
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När kunskap ska styra : Om organisatoriska och professionella villkor för kunskapsstyrning inom missbruksvården
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the changed governance of the public sector and what it can entail for professional work in substance abuse treatment. The point of departure is one of these new forms of governing, namely ‘knowledge governance’, which refers to a policy-driven process for promoting the use of evidence-based practice. The overall aim is to contribute to understanding and knowledge of the meaning and the conditions for knowledge governance in substance abuse treatment. The thesis studies how knowledge is interpreted by professionals and adapted to local practice in relation to organizational and professional conditions. The thesis also highlights the implications that these conditions may have for knowledge development on a professional and organizational level. The empirical material comprises three studies. Study 1 included a document analysis and a literature review. The document analysis examines how knowledge governance is described in official documents, while the focus of the literature review is on the concept of knowledge management. In Studies 2 and 3 focus group interviews were conducted with professionals who participated in a specific project, and professionals who use structured interview methods in their work (Addiction Severity Index, ASI, or Documentation of clients, DOC). The theoretical perspectives used in the thesis are neo-institutional theory, professional theory and perspectives on workplace learning. The results of Study 1 showed that knowledge governance embodies a steering of organizations, in comparison with knowledge management as a means for steering in organizations. The analyses from the focus group interviews demonstrate that knowledge governance becomes the subject of translations and edits to a local context. This process was affected by both organizational and professional conditions. The thesis is concluded with a discussion of the conditions that must be present if knowledge governance can lead to development of knowledge. The main result is that strategies must be tailored to each organization's specific condition and must be anchored throughout the organization.
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| 6. |
- Andersson, Ingela, 1963, et al.
(författare)
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Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives
- 2015
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Ingår i: International Journal for Research in Vocational Education and Training. - 2197-8646. ; 2:1, s. 3-24
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Tidskriftsartikel (refereegranskat)abstract
- The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
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| 7. |
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| 8. |
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| 9. |
- Thång, Per-Olof, 1948, et al.
(författare)
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Learning at work in Higher Vocational Education
- 2015
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Ingår i: Nordic Journal of Vocational Education and Training. - : Nordic Journal of Vocational Education and Training (NJVET) NordYrk - ISSN 2242-458X – Article. - 2242-458X. ; 2015:No 12, s. 96-109
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Tidskriftsartikel (refereegranskat)abstract
- Higher vocational training (HVE) is a new form of post-secondary education that was introduced in 2009 in Sweden. The aim for HVE is to address the demands of a highly skilled Swedish workforce. Compared to other forms of adult and higher education it is less institutionalized and, based on Swedish standards, gives great opportunities for the provider to decide regarding the contents and design. The purpose of this study was to analyze a) the quality of the course, Learning at Work (LIA), and (b) to develop instruments and indicators to explore the quality of the student learning in working life as part of HVE. The design of research instruments was based on hypotheses to uncover the background, the learning process and effect parameters In LIA offered at 12 different HVE sites in Sweden within the areas of health care, computer science, technology and business administration. The survey data of forty-two students and thirty-six workplace supervisors were analyzed. The results of the study show that the quality of the learning at work (LIA) varies considerably between different programs and different students. In most programs, it has a significant development potential. A well-functioning LIA is characterized by adequate learning content, an open work climate between colleagues, accuracy and dedication, frequent supervisor feedback, and regular communication between the Program Director and the supervisors. It is important that the educational provider requires workplaces with capacity to offer the students relevant and qualified work content. LIA should offer qualified work content providing knowledge of breadth and depth. Knowledge gained from school-based training should be challenged and must achieve curriculum goals. An important finding is the lack of definitions and criteria for quality, and the risk of quality differences between educational providers. Another significant problem identified in the study is the unclear division of responsibilities between the educational provider and the partner from the world of work. Most of the supervisors, who were skilled workers or professionals, had a fragmentary understanding of HVE. They gave instructions, but did not stimulate their students to reflect theoretically on what they learned during LIA. Integration between school-based learning and experience of work life was limited. There was a shortage of instruments for assessing the quality of what was taught in the workplace. A large proportion (75 %) of the students was employed soon after graduation. For those who did not, their skills run the risk of rapidly becoming obsolete.
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| 10. |
- Thång, Per-Olof, 1948, et al.
(författare)
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Långsiktigt hållbar vuxenutbildning i Västra Götaland
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This is an explorative investigation concerning adult education the of Region Västra Götaland, Sweden. The background to this report is the importance of adult education in a rapidly changing society and the vision of lifelong learning as expressed by the Region. One of the main purposes of the report is to present an analysis of adult education in order to deepen the knowledge about adult education, focusing mainly on municipal adult education, and with the aim of contributing to local and regional planning of long-term sustainable adult education in the Region of Västra Götaland. Adult education has not been in focus in the school debate in Sweden during the last decade whereas the debate about youth education and the poor PISA results has been intense.The number of people born outside Sweden, and many of the immigrants are low educated, and so are sufficiently not qualified for the Swedish labor market. Those who are well educated still need schooling in their new country in order to understand Swedish society and the labor market. Supply and demand in the labor market are changing fast. Despite high unemployment, there is a lack of a qualified workforce in Sweden. The OECD study PIAAC demonstrated huge differences among the Swedish adult population in literacy skills, and the differences are ever growing. This is a worrying observation. Another instrument to measure and assess qualification and competence is the European Qualification Framework (EQF).The report discusses two main subjects of generic skills. One is how written language is used in some occupations (such as truck driver, car mechanic, clerk, enrolled nurse) in work life. An interesting result is that the workers in the study, by Anna Malin Karlsson 2003, use written language to a larger extent compared to their experiences and expectations from daily work. Even if workers don´t read longer and consecutive texts, they use written language more or less frequently. One conclusion is that literacy is a key competence in many occupations today. The other study investigates the use of mathematics in work life. We found only 75 scientific articles concerning the use of mathematics in work life. A main conclusion is that school based mathematic are very different from the kind of mathematics used in daily work. However, there is a lack of research about the daily use of mathematic in different kinds of occupations.
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