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- Engström, Lizbeth, 1958-
(författare)
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Kliniken flyttar hem : Sjuksköterskans institutionella praktik inom specialiserad palliativ hemsjukvård
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis focuses on the nurse and her practice in end-of-life care in the field of palliative home care. The overall question is how nurses come to do what they do within this practice and where they get the practice, which can also be expressed as the genesis and structure of the practice. The thesis’ social relevance takes its starting point in the Swedish Elderly Care Act (Ädelreformen) and theoretical inspiration from Foucault’s discourse analysis regarding the establishment of the clinic. The thesis has a practice-theoretical approach in which Bourdieu’s habitus concept, explaining how practice is generated, is central. The habitus concept can be described as a set of subjective dispositions in the individual that prompt her to act in a certain way. These dispositions are expressed in attitudes, strategies, and capacities and can be seen in relation to the practice structure. The thesis’ method is based on observations, conversations, and interviews with the nurses about their work, education, and social background. Conversations between the nurses and the spouse living with the sick person were recorded and transcribed. Encompassed by the study were six nurses, whose work was followed for seven months in 13 private homes. The actions performed by the nurses in their practice proved to be homogenous, a circumstance they were not aware of. There was agreement between the nurses’ underlying structure and how they handled their practice, i.e. the end-of-life care in the private home. The nurses had similar ideals and had developed similar habituses as they grew up and during their adult lives. The thesis is empiric in that the reader follows the nurse in her work in private homes. The nurse organizes this care in the home in consultation with the patient and the person living with them in an extraordinarily cautious manner. How the nurse handles difficult situations and conversations with spouses and often dying patients, is viewed in relation to the nurse’s habitus and dispositions. Key words: nurse, palliative home care, practice theory, habitus, observation, pedagogical practice, Bourdieu, Foucault
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| 2. |
- 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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| 3. |
- Jonsson, Olof Gustaf, 1954-
(författare)
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Bilden och texten : En studie av ljusets och seendets pedagogik
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis deals with a reading tradition that can be traced to medieval times, a tradition in which images and text, intertwined, convey the message to the reader. The strength of the coupling between image and text has varied over time. Initially closely interconnected, the connections between image and text were later separated. If text and image represent two diverse ways of organizing human memory, one serial and the other structural, we could say that the first focuses on reproduction and the other on detection. The relation between them is essential for pedagogical action as well as for pedagogical reflection. The aim of this work is to illustrate how this variation in strength changed the pedagogy and prevailing understanding of how images and texts are read. During the emergence of the Swedish elementary school, in the late 1800s and early 1900s, a form of education referred to as ‘visual experience-based teaching methods’ (åskådningsundervisning, Anschauungs-Unterricht) was introduced, a philosophy of education that revitalized traditions from the Middle Ages, with a strong coupling between image and text. The idea of using the image as a tool for education developed into the tradition of ‘school posters’ (skolplanscher), which were used in Swedish education up the implementation of the comprehensive school system in 1962. The development of visual argumentation expressed through the use of school posters is analyzed by tracing the development of the school posters in parallel with normative texts, such as curricula documents and protocols from the school inspectors and the Swedish parliament (Riksdag). The introduction of visual experience-based instruction in the Swedish elementary school in the curriculum (normalplan) of 1878 gave rise to a tension between the new method and the earlier tradition of how texts and even letters should be read. The new teaching method related to the senses, especially the visual faculty and the visual memory, and served as a tool to break up a strong literacy tradition. This had repercussions for the entire school system. The consequence of an altered basic content of the concept of reading also involved a transfer of the right of examination from the church to the community. With the implementation of the curriculum of 1919 the content of the visual experienced-based teaching methods was moved to a new subject called ‘local history’ (hembygdskunskap) which strongly reduced the linkage to the teaching of reading. The visual lines of this argumentation after the curriculum of 1919 are primarily structural in nature, expressed by using the perspectives in the image.
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| 4. |
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| 5. |
- 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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