| 1. |
- Biegańska, Jadwiga, et al.
(författare)
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From policy to misery? The State Agricultural Farms vs. 'the rural'
- 2019
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Ingår i: Quaestiones Geographicae. - : Adam Mickiewicz University Poznan. - 2082-2103 .- 2081-6383 .- 0137-477X. ; 38:4, s. 77-90
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Tidskriftsartikel (refereegranskat)abstract
- 1989 was a turning point within the socio-economic development in the former Eastern bloc, initiating a system transformation that affected the society at large. It also contributed to the crystallisation of certain cultural landscapes, hitherto largely illegible due to the inhibition of spatial processes encountered during Communism. In Poland, after a quarter-century of free market economy, the focus on social problems began to expand to the spatial realm as well. It became apparent that the progressive social polarisation that followed was most prominent in environments striated by a particular landscape type – the former State Agricultural Farm (PGR). Considering PGRs “the epitome of rurality” subject to ideas informing the direction of contemporary “rural development” prompts a different way of looking at the problem. In this paper, we investigate the concept of rurality in the discursive tenor of implemented policy and contrast it with contextualised empirical examples. Our findings suggest that efficient policy should be confronted with the expectations of residents at the local level, while introducing top-down actions usually ends in failure as in the case of post-PGR estates.
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| 2. |
- Andersson, Fredrik, et al.
(författare)
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Speglingar av en förvaltning i förändring: Reformeringen av Försäkringskassan
- 2012
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Svensk statsförvaltning genomgår, precis som privat sektor, ständigt förändringar och omstruktureringar, drivna av olika samhällstrender, ledarskapsidéer och politiska styrfilosofier. Vid dessa förändringar ställs verksamheten inför vägval som på olika sätt kan påverka dess förmåga att leva upp till omgivningens krav och förväntningar. Samtidigt finns inte utrymme för risktagande, eftersom förvaltningens agerande och beslut kan vara avgörande för individers försörjning och framtid. Det ställer stora krav på dessa myndigheter, som balanserar ekonomimål, demokratimål och rättssäkerhetsmål. Denna bok avser att spegla olika organisatoriska dilemman och utmaningar som myndigheter i svensk och internationell statsförvaltning kan möta. Detta sker med utgångspunkt i en studie av Försäkringskassans enmyndighetsreform år 2005 och dess förändringsarbete under åren därefter. Bokens författare kommer från tre olika ämnesområden: företagsekonomi, nationalekonomi och statsvetenskap. Samtliga är knutna till Lunds universitet och till forskningsprogrammet ”Från många till en?” (2008-2012). Programmet finansierades av Försäkringskassan, men genomfördes självständigt. Med boken hoppas författarna kunna öka förståelsen – och intresset - för frågor om organisation, styrning och ledning i en statsförvaltning i förändring.
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| 3. |
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Anatomy of a 21st-century sustainability project: The untold stories
- 2020
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- What does a sustainability project look like in the 21st century? Not the glossy version, but the naked truth? Tired of manicured, over-theorised accounts of the ‘musts’ and ‘shoulds’ of sustainability transitions, we got to the bottom of things; actually, to the very bottom of the project hierarchy: the individual. Our point of departure is that projects are nothing but temporarily interconnected people. This means that if we don’t know what people do and what they think about their work, we will never be able to create a deeper understanding of the project, its rationale and future impact. Making use of the autoethnographic method, this book provides critical insights into what it’s like being part of a 21st-century project. Building on unfiltered first-hand contributions from 73 authors representing the five organs of a project’s anatomy – the brain (theoreticians), the skeleton (leaders), the limbs (strategists), the heart (local stakeholders) and the lungs (researchers) – the book covers all the important aspects of contemporary project-making: (1) projectification as a societal phenomenon; (2) sustainability as the main project buzzword; (3) transdisciplinarity as a hot working method; (4) economy as the invisible project propeller; (5) space as the contextual project qualifier; (6) gender and integration as the obstinate orphans of project-making; (7) trends as the villains of thoughtless project mimicry; (8) politics as the “necessary evil” of projects; and (9) knowledge production as the cornerstone of all project work. The book ends with an extensive critical analysis of what makes a project tick and how to avoid project failure. We infer that talking about project outcomes and impacts is just that… talking. What makes a difference is what can be done to the project in itself. Three important virtues – the ABC of project-making – emanate from this book’s 40 chapters: building good relationships (Affinity), having the guts to make a change (Bravery), and showing willingness to learn (Curiosity). These are the basis for the successful execution of future sustainability projects, where complexity, unpredictability and desperation will become a staple force to recon with. The original contribution of this book is to shed light on the silent triumphs and hidden pathologies of everyday project-making in an effort to elevate individual knowledge to a level of authority for solving the wicked – yet project-infused – problems of our time.
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| 4. |
- Kotze, Shelley, 1986, et al.
(författare)
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Ticking boxes and clocking in: A critical view of gender mainstreaming in labour-market integration
- 2021
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Ingår i: Norsk Geografisk Tidsskrift. - : Informa UK Limited. - 0029-1951 .- 1502-5292. ; 75:3, s. 171-186
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Tidskriftsartikel (refereegranskat)abstract
- Mainstreaming is a popular approach when seeking to address societal inequalities. Gender and migrant integration are mainstreamed within EU policy, both seeking to increase labour market participation as a means to redress inequality. However, there are limited references to migrant women within gender equality or integration policies at the EU level. The study dissects a subset of migrant integration projects in Sweden – a country lauded for having Europe’s best integration policy while exhibiting the poorest results. The authors used non-participant observation and semi-structured interviews to identify pitfalls such as embedded stereotyping, undervaluation of cultural motivations, gender-washing, and methodological misalignment. Their findings show that gender and integration mainstreaming within the EU systematically position migrant women as a problem, despite the significantly important role they play within global labour markets. The authors conclude that migrant women may need to be included within gender and integration policy beyond the labour market.
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| 5. |
- Smit, Warren, et al.
(författare)
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Replicating projects for comparative research: Mistra Urban Futures’ experiences with comparative work on knowledge exchange, food and transport
- 2020
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Ingår i: Simon, D., Palmer, H. and Riise, J. (eds.), "Comparative urban research from theory to practice: Co-production for sustainability". - Bristol : Policy Press. - 9781447353126 - 9781447354093 ; , s. 63-88
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Bokkapitel (refereegranskat)abstract
- This chapter discusses three comparative projects that were all, at least partially, created through the replication of research across the Mistra Urban Futures cities. A typology of six possible models was developed, illustrating how comparative transdisciplinary knowledge co-production could take place across multiple cities, and the second of these approaches was identified as “local projects replicated”. This is where particular successful projects initiated in individual cities had been, or were intended to be, replicated in other cities, thus opening up possibilities for cross-city comparison. As it turned out, three Mistra Urban Futures comparative projects were partially or entirely based on projects that had been replicated in other cities: the knowledge exchange project, the suite of linked food comparative projects, and transport and sustainable urban development comparative project. This chapter draws on our practical experience in developing and implementing these comparative projects. First, we discuss the issue of “replication” and the different ways that this can occur. Second, we discuss the initial work on these themes (knowledge exchange, food, transport) which formed the basis for the development of these particular comparative projects. Third, we discuss the complex processes through which this work assembled into comparative projects. Finally, we reflect on the challenges and benefits of “replicating” projects for comparative research.
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| 6. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
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| 7. |
- Avery, Helen, et al.
(författare)
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From policy to practice : Roma education in Albania and Sweden
- 2017
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Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.
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| 8. |
- Dymitrow, Mirek, et al.
(författare)
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Geography’s three problems seen through the prism of one educational challenge
- 2022
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Ingår i: Multiple Nordic Geographies. - Joensuu, Finland : University of Eastern Finland. - 9789526145853 ; , s. 134-134
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Konferensbidrag (refereegranskat)abstract
- As the modern society becomes larger and increasingly diverse, its problems become more elusive and solutions far-fetched. This puts pressure on relevant education. Geographical knowledge, whose raison d’être has always been to deal with complexity, should therefore be in high demand, but isn’t. In this presentation we want to investigate why this is the case, by outlining three major problems geography education faces today and what potential solutions there might be. #1) Geography as a societal need: Geography’s traditional status as a synthesizing science is not well translated to the “sustainability mindset” that currently saturates educational curricula. This leads to decreasing numbers of geography students who seek out explicitly “sustainability-oriented” courses, which are often taught by teachers without a solid synthesizing background. Simultaneously, geography’s potential is reduced at pre-university levels where it is still associated with a stereotype (mostly cartography and ‘pub quiz’ knowledge). #2) Geography as an identity: Being “a specialist on being a generalist” is a frustrating motto for many geography students, who are inculcated that expertise is usually vertical. Inability to capitalize on horizontal expertise causes a personal crisis that impedes learning and embracing geography as a professional identity. #3 Geography as a competence: Being a holistic “for real” cannot be reduced to knowing a multitude of facts but requires foremost an understanding of how differences in opinion (underlying diametrically different sustainability strategies and solutions) arise. This requires a broad epistemological base. However, philosophy of science is not taught at pre-graduate level, while new students are becoming increasingly opinionated on contested topics. Departing from teaching experience at 4 Nordic universities, we suggest adding a “sensitizing phase” to the most critical stages of geography’s first-year education. A sensitizing phase is a targeted and deepened/extended course introduction, designed to a) focus on the strengths of geography and its boundaries to other realms of knowledge; b) providing continuous moral support to students to instill geography’s identity; c) teaching techniques how to handle complexity (knowledge reduction, extrapolation, epistemological breadth). We conclude that this approach allays confusion, primes the students towards the relevance of geography knowledge, and inculcates them into a spirit of life-long learning.
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| 9. |
- Agerström, Jens, et al.
(författare)
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The influence of temporal distance on justice and care morality
- 2010
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Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 51, s. 46-55
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Tidskriftsartikel (refereegranskat)abstract
- The primary goal of this study was to examine whether changes in the temporal distance of a moral dilemma affect how it is perceived and subsequently resolved. Based on Construal Level Theory (Trope & Liberman, 2003), it was predicted that the relative weight of abstract justice features should increase and the relative weight of concrete care features should decrease with temporal distance. The results showed that females became increasingly justice-oriented with greater temporal distance. However, this was not the case for males who were unaffected by temporal distance. This interaction was conceptually replicated in a follow-up experiment in which abstraction was manipulated directly by a mindset manipulation. The present results suggest that temporal distance is a contextual factor that can alter the extent to which moral judgments and reasoning are based on justice and care, although this effect seems to be moderated by gender.
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| 10. |
- Laage-Hellman, Jens, 1947, et al.
(författare)
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Interactions between university spin-offs and academia : a dynamic perspective
- 2020
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Ingår i: Journal of business & industrial marketing. - : Emerald Group Publishing Limited. - 0885-8624 .- 2052-1189. ; 35:12, s. 1941-1955
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This paper aims to investigate the nature and dynamics of the interaction between university spin-offs (USOs) and academia.Design/methodology/approach: The theoretical framework is grounded in an interactive view based on the industrial marketing and purchasing literature on USOs and their development. The concepts of activity links, resource ties and actor bonds are used as a starting point for capturing the content and dynamics of the interaction. The empirical part of the paper consists of four case studies captured through interviews as the main data source and analysed to conclude how the interaction between the USO and academia developed over time.Findings: The study identifies a multi-faceted and dynamic content of the interaction. The paper discerns and discusses research and development links, knowledge and equipment ties and social, legal, financial and organizational bonds with inventors, other academic partners and innovation support organizations. The dynamics are manifested both through changes within individual relationships and by adding/ending relationships. One main conclusion regards the existence of wave-like patterns of interaction with academic partners driven by the USOs' needs and the establishment of customer relationships.Originality/value: Most of the previous research has described a linear process in which the USO leaves academia once the idea has been transferred to a company. This paper contrasts this view by developing and using an analytical framework to capture the dynamic and continuous interaction between USO and academia.
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