| 1. |
- Granberg, Magnus, 1970-
(författare)
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Kognitivt stöd för lärande i arbetet : En teoretisk modell baserad på en fallstudie av ett svenskt militärt utlandsförband i Kosovo
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to contribute to the knowledge on how formal education gives cognitive support to informal learning at work. The ambition is to combine different theoretical perspectives on learning. Formal learning, mostly within institutions for education, is usually seen from a cognitive or constructivist perspective, and informal learning from situational or socio-cultural perspectives. Combining these perspectives, this thesis is based on a case study of how a formal training program for Swedish military personnel, going on a peacekeeping mission in Kosovo, gives cognitive support to their informal, experiential learning during the mission.The case study has an ethnographic research design where 17 military leaders at different levels are interviewed, observed and “shadowed” during three field periods during training in Sweden and during work in Kosovo. The empirical material and the different theoretical perspectives on learning are used to construct a perspective-integrating conceptual model of how the formal training, through different learning resources, helps the leaders to develop a subjective understanding of their coming work. This understanding is then used by the leaders to mentally frame the specific experiences and actions they encounter at work. This mental framing is also prevalent in their reflections in and on their work, and their informal learning at work can be shown to be heavily influenced by the understanding the leaders developed during formal training. However, most of this understanding cannot be related to formal learning resources, but to learning resources the military leaders themselves bring to the training in the way of their earlier experiences, their military professional orientation, and their internal discussions in free time.The main conclusions are that 1) contrary to prevailing dogma, different perspectives on learning can be brought together, and 2) if formal education is going to give cognitive support to learning at work, it needs to address the question of how the conceptual structure of the training content can be integrated with the often private concepts the workers themselves have of their work.
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| 2. |
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| 3. |
- Gunvik-Grönbladh, Ingegerd, 1954-
(författare)
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Att bli bemött och att bemöta : En studie om meritering i tillsättning av lektorat vid Uppsala universitet
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider.The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications.The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees.The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.
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| 4. |
- Langerth Zetterman, Monica, 1962-
(författare)
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Innehållsdesign : Principer, metoder och verktyg samt tillämpningar inom utbildningshistorisk forskning och undervisning
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education. The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike. One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas.
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| 5. |
- Mikhaylova, Tatiana, 1981-
(författare)
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Shifting Shadows : Private Tutoring and the Formation of Education in Imperial, Soviet and Post-Soviet Russia
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to provide a genealogy of the relations between the public and the private in education. It does so by the exploring how public education and private tutoring form and transform each other and why they are seen as legitimate or problematic in different historical and cultural contexts. Drawing on curriculum theory and Foucault’s genealogical approach to history, the study examines how private tutoring has been problematised in Imperial, Soviet and post-Soviet Russia and discusses how these problematisations reflect and shape the dominant visions of education. The results show that norms and values in relation to which private education has been problematised and addressed in Russia have varied in line with nationalist, communist and neoliberal visions of education. Although most questions, such as tutor competence, individual privilege, inequality, ethics, governance, and ideological conformity, have constantly been in the focus of critical reflection, they were ‘answered’ differently in different historical periods. Others, such as spatial inequality and ethical concern for corrupt tutoring practices, are of more recent origin. In contrast to previous research into shadow education, the study argues that the mimicking character of supplementary tutoring is not its natural feature. Rather, in the Russian case, it is the result of constant problematisation and the corresponding regulation of its conformity with what is regarded as ‘sacred’ national values.In general, private tutoring in Russia has often been treated as a ‘symptom’ of other educational and societal problems, and addressed indirectly, through reforms in public education. Paradoxically, in fighting against undesirable effects of private tutoring, Russian schools had to adopt some of the traits commonly associated with just that industry, namely individualisation, exam drills, and the promotion of private and positional good. Conversely, changes in the structure, content, pedagogy, or assessment procedures in the mainstream system have provoked considerable changes in tutoring practices, which, however, are not limited to imitation and supplementation. The study concludes that this symbiotic relationship cannot be reduced to imitation, reproduction, or supplementation. Rather, it changes like shifting shadows reflecting and ultimately shaping the dominant perceptions of what education is and ought to be.
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| 6. |
- Svärd, Ola, 1946-
(författare)
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Examensarbetet – en kvalitetsindikator inom högre utbildning? : exemplet högskoleingenjörsutbildning
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the concept of quality in higher education, more particularly quality of the degree project. The overarching issue is whether an assessment of the quality of a degree project can be used for evaluating the quality of the entire programme where it forms a part. The subject is partly initiated by the design of the quality evaluation system in Sweden introduced in 2011, in which a quality indicator function of the degree projects is vital.The notion of quality in degree projects is analyzed through three perspectives – as articulated in the research literature, as stated in the policy documents and curriculum documents regarding a Swedish engineering programme, and as experienced by the actors – examiners and supervisors – of this same programme. If the three perspectives testify with reasonably equal meaning to the concept of quality, an indicator function of degree projects can be considered appropriate.Different methods have been combined. The policy documents are investigated by a qualitative and quantitative textual analysis, while the perceptions of the examiners and supervisors are explored by in-depth interviews. Results are interpreted by using an arena concept proposed by Lindensjö & Lundgren, and an analysis system suggested by Bernstein.The results show that quality of a degree project is an ambiguous notion, and that different aspects of quality are reflected in the three perspectives. The conclusion is that assuming a quality indicator function of a degree project is problematic and not self-evident.In a formal sense, the degree project course is clearly separated from other modules of the programme, i.e. it is strongly classified. At the same time it is weakly framed and the actors feel near-total freedom in implementing it.Conceivable consequences of the evaluation system used in Sweden since 2011 are also discussed. Uniformity in the design of the degree project course can be expected, as well as undervaluation of the conditions for the programme and the teaching processes of it.
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| 7. |
- Walldén Hillström, Kristina, 1976-
(författare)
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I samspel med digitala medier : Förskolebarns deltagande i multimodala literacypraktiker
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores the interaction between preschool children, preschool teachers and digital media in the Swedish preschool. The analysis focuses on children’s participation in activities involving digital media, as well as how digital media is integrated into children’s everyday activities at preschool. Use of digital media is highlighted in the recently revised Swedish national curriculum, specifically with regard to providing children the opportunity to develop “adequate digital competence” (Skolverket, 2018, p. 9). In this study the competencies and literacy skills that children use in their interaction with digital media are explored “in situ” as integrated in everyday activities. The empirical data was generated in two preschools involving 28 children between the ages of three and five and 5 preschool teachers. The video recordings and field notes were collected during participant observations and analyzed using an ethno-methodological approach to conversation analysis. Detailed attention was given to embodied features of interaction, which was critical for the analysis. In terms of findings, detailed observation reveals that children’s competencies and literacy skills are displayed across a variety of actions performed in relation to other participants and the digital medium. Similarly, this study demonstrates that children are also co-creators in the organisation of digital activities within the preschool environment. The competencies and skills required to participate in digital activities, form a part of the collective work undertaken by participants throughout the duration of the interaction. Therefore, what constitutes "adequate digital competence" must be applied to children's use of digital media "in situ".
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| 8. |
- Abrahamsson, Emma, 1978-
(författare)
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Att formulera problem i barnpsykiatriska samtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explores problem-formulation processes in Swedish child and adolescent psychiatry (Sw. Barn- och ungdomspsykiatri, BUP), drawing on an ethnomethodological conversation analytic approach to institutional talk. Data consists of video and audio recordings of 15 initial assessments, one therapeutic contact (six sessions) and one neuropsychiatric assessment (12 sessions), with children and adolescents aged 10 to 17. Shorter sequences as well as longer processes spanning several sessions are analyzed. While much prior research has examined caregiver-clinician interaction in cases involving younger children, the present study explicitly focuses on the child as an active participant.The analyses of the initial assessments demonstrate how children resist caregivers’ problem formulations by presenting alternative versions of these formulations that draw on their in-depth knowledge of their own everyday life. Clinicians’ strategies of orchestrating the talk in these sequences are shown to be critical in balancing children’s and caregivers’ relative epistemic status. In the therapeutic interactions, the analyses focus on how the participants use reported speech as an interactional resource to illustrate problematic communication patterns in the family, to model alternative courses of action, and to communicate therapeutic change. In these encounters, the child takes an active role in the process of problem formulation. Finally, neuropsychiatric assessment interactions are analyzed with a focus on the clinical sense-making process through which a shared understanding of the child’s problems is negotiated in initial and concluding phases of the contact.Through attending to clinical sense-making in negotiations between adolescents and caregivers, the study provides nuance to the image of medical interaction as primarily characterized by tensions between contrasting life-world and medical perspectives. The concluding discussion addresses how knowledge claims and conflicting versions of psychiatric problems are managed in multi-party interactions, as well as how boundaries between normality and deviance are negotiated in processes of interaction.
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| 9. |
- Ahlgren, Inger
(författare)
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Utbildningsplaner och reformimplementering : Sjuksköterskeutbildningen i fokus
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study describes the course of events within the area of health care with regard to two educational reforms in Sweden: the 1982 reform of certain middle length health care education called the Health Care 77 reform and the 1993 University and College reform. As a result of the first of these reforms, the nursing education was transformed from an education on the secondary school level to a university college level.The present study which has its underpinnings within the implementation process has twoaims: first to clarify the governmental intentions and to illustrate how these intentions wereinterpreted and formulated by those in charge of executing the reforms and secondly toinvestigate to what degree other factors than those directly connected to the actual reformshave influenced the content and form of the operative activities.The frame of reference describes the problems of political governing of education as twofold: the process of making political decisions and the process of executing those decisions.The reality where the goals are formulated and reality where goals are realized are governedby different contingencies, which may be difficult to bridge between. In the present study, thepolitical governing of a reform is seen in a curriculum theoretical perspective and theexecution of the reform is seen in an organization theoretical perspective.The empirical material in this study entails primarily government and local documentssupplemented by interview studies along with studies of correspondence studies with thoseinvolved in the units of interest.There are two main results of this study. The first result was that the formal politicalgoverning of an education has a certain impact but that the informal execution of a reformwill be dependent upon the values and culture of those in the local organization. The secondresult showed that the implementation process entails two phases: a transformation phasewhere government directives are reformulated into local documents and an implementationphase where the local documents are executed in an activity. Commonly, researchers includethe transformation phase within the implementation process but the results of this studysuggest that it may be of greater value to view the transformation phase as phenomena, whichcan be both defined and studied on its own.
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