| 1. |
- Ahn, Song-ee, 1972-
(författare)
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Ur kurs : Utbytesstudenters rörelser i tid och rum
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to study exchange students’ movement and exchange studies as a trajectory in time and space. The dissertation is based on interviews with fourteen Korean exchange students at Swedish universities. The theoretical framework is based on Actor–Network Theory (ANT). ANT argues that everything that does something is an actor (human and non-human) and that an actor cannot be separated from a network that acts through the actor. ANT also argues that one’s location is not explained only in terms of Euclidean space and time but also in terms of spatiality and temporality, which are a network’s production. The dissertation shows that the students were enrolled and mobilized in the exchange programs by heterogeneous actors and that there were specific network spaces that produced exchange students at the home universities. The exchange students were excluded at the Swedish host universities by being formally included without direction. At the host universities, they went off course from their educational trajectories because the curriculum disappeared during their exchange studies. The dissertation also shows that the exchange students were enrolled and mobilized in the networks of “international students” at the host universities. Theses exchange students instead moved in the same way as the other exchange students, which stabilized the networks of “international students” at the host universities. It describes how the exchange students acted at a distance as actor of networks in Korea. When they returned, many of them had to prolong their educational period. This was a result of the translation of exchange studies at the home universities. In this dissertation, it shows that the exchange program was performed not only by individual exchange students; rather, it was performed in the associations of heterogeneous actors.
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| 2. |
- Axelsson, Rose-Marie, 1962-
(författare)
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Formbara människor : Högre utbildning och arbete som utsnitt ur läkares och civilingenjörers levnadsbanor
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Fokus i denna avhandling utgör läkares och civilingenjörers kunskaps- och identifikationsprocesser under utbildning och arbete – vilka studeras som utsnitt ur levnadsbanor. Syftet är att beskriva och tolka relationen mellan högre utbildning och arbete, dels utifrån föreställningar i forskning och policy, dels utifrån människors subjektivitet, vardagserfarenheter och liv. Studien baseras på textanalys och intervjuer med läkare och IT-ingenjörer under de första åren i arbetslivet och yrket. Kännetecknande är att processer följs över tid genom en longitudinell design.Den teoretiska ramen struktureras runt tre länkade teman: Kunskap och dynamiker i det samtida samhället; Högre utbildning och arbete; Människors formbarhet. Reflexiv tolkning utgör metodologisk ansats. Begreppen flexibilitet, stabilitet och ambivalens används dialektiskt vid analys av empiriska data.Avhandlingen visar att människors subjektivitet och vardagserfarenheter samspelar med generella föreställningar och sammanhangens reella förhållanden. Utbildnings- och yrkesval kan förstås som uttryck för såväl reflexiva livsprojekt som subjektiva dynamiker. Att formas till civilingenjör och läkare ter sig på vitt skilda sätt. Ingenjörerna formas till generalister och ”spelar med säkra kort” medan läkarna bygger en karaktär och ”spelar med sig själva som insats”. I arbetet använder civilingenjörerna titeln som en flexibel strategi – identifikation är främst bunden till plats, funktion och arbetstid. Läkarnas identifikation med yrket utgör ett konstant tillstånd – läkare är något de alltid är, också på fritiden – yrket är starkt bundet till person. Resultaten indikerar att både ingenjörs- och läkaryrket kännetecknas av livslånga kvalificeringsprocesser. De visar sig stark exkluderande över tid.Relationen mellan högre utbildning och arbetet diskuteras vidare i avhandlingen genom människors levnadsbanor och i termer av såväl formbara som hållbara liv.
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| 3. |
- Bolldén, Karin, 1980-
(författare)
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Online teaching practices : Sociomaterial matters in higher education settings
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.
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| 4. |
- Lögdlund, Ulrik
(författare)
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Networks and Nodes : The Practices of Local Learning Centres
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the practice of local learning centres in Sweden. The aim is to describe and to establish an understanding of relations and the actor-networks that surround the practice. The thesis is based on four different studies. The first two studies focus on the organisation of the local learning centres and scrutinises the relation between the local learning centres, municipal administration and business in the region. What types of relations exist and what strategies are used by the local learning centres to enrol actors into the actor-network? The two latter studies investigate videoconference in the context of local learning centres. Videoconference is described as a socio-technical environment. The studies focus on interaction and communications asking what kind of relations are created between environment, material design and people? The theoretical framework consists of actor-network theory and the notions of space and spatial relations. The methods used in the four studies are interviews and observations. Informants that have contributed to the study are headmasters, teachers and students as well as project managers, politicians and businessmen. The results of the studies show how the local learning centres fails as brokers on an educational market. The reasons are many. The main results of the studies stress a number of obstacles of involvement and shed light on different strategies of enrolment. The results connected to videoconference show how material design and technology impacts the practice. Different strategies are developed by participants to manoeuvre in the videoconferencing classrooms. In conclusion the four studies show how actor-networks influence the practice of local learning centres by representations.
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| 5. |
- Nyström, Sofia, 1977-
(författare)
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Becoming a professional : A longitudinal study of graduates' professional trajectories from higher education to working life
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study has a longitudinal design where Political Science and Psychology graduates’ have been interviewed on three consecutive occasions; the last semester before graduation, the first year and then, in the third year of professional work. The theoretical frame of reference comprises a situated and social learning theory and a gender perspective. These theories were chosen since they elaborate on concepts such as identity, practice, participation and learning.The results indicate that becoming a professional is not an isolated phenomenon merely learned and nurtured in higher education and/or in working life. It is emphasised as a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life, e.g. the personal and the private. The graduates’ professional trajectories can be characterised by a movement from appropriating new knowledge to a need to change direction, e.g. new work tasks or professional fields. This is also a process of professional identity formation. The graduates’ professional identity is emphasised as being both closely related to a gender identity and influenced by the individuals’ belonging to and participation in other practices. The results thus indicate that professional identity formation is an interplay between different spheres of life that changes over time. By using a longitudinal design, it can be claimed that becoming a professional requires balancing one’s whole life situation.
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| 6. |
- Sin, Samantha
(författare)
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An investigation of practitioners' and students' conceptions of accounting work
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at exploring conceptions heJd of accounting work by students and practitioners. The findings are useful for informing accounting education and the cmTiculum and thus enhance accounting graduate readiness for work. This thesis addresses three research questions:What are practi tioners' conceptions of accounting work?What are accounting students' conceptions of accounting work?What are the similarities and differences between practitioners'and students' conceptions of accounting work?Phenomenographic findings revealed a common awareness of thefunctional aspects of accounting work; but students possessed onlyvery inchoate understandings of social and ethical issues.Practitioners' conceptions of such issues suggest that accountinggraduates will face significant challenges as they enter a professionwhich has undergone significant changes in recent times.
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