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- Andersson, Mikael, et al.
(author)
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Problem solving, reflection and lifelong learning in the junction between theory and practice
- 2022
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In: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 80-80
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Conference paper (other academic/artistic)abstract
- In 2002 University West was commissioned by the government to develop forms for work integrated learning (WIL) as part of the work with pedagogical renewal of higher education. As a result of this assignment, WIL is now a deeply rooted philosophy and cornerstone of the university but also the main principle for pedagogical approach. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. In other words, we are striving to connect university studies with everyday work life and the surrounding society. The purpose of this paper is to describe and evaluate a strategy for improving student awareness and skills for problem solving, reflection and lifelong learning in the junction between theory and practice. At the center of our focus are students from our bachelor's degree programme 3D-animation and visualization and a course on simulation and particle based effects. This is a challenging subject to teach since knowledge, tools and process is evolving rapidly and we rewrite the course curricula every year. The strategy consists of adding five themes focused on reflection and problem solving spread over the weeks of the course, in addition to the more direct subject-related areas. For each theme the students recieved reading material giving an overview of each theme, and then reflection based questions aimed at connecting the theme of each week to the subject of the course. The themes were Lifeling Learning, MoSCoW prioritisation, Schöns desriptions of design challenges and wicked problems and finally Fraylings ideas of Research through design and Schöns Conversation with the material. For the last week, the students wrote a summary of the entire course using the themes they had studied. At first there was some resistance among the students, and it was not easy for them to see the value of these assignments, instead their focus was on the more technical aspects of the course. However, as the course progressed a majority of the students started to see the point of these more reflective based assignments. One example where this became apparent was during the weekly presentations of the technical assignments. While some of the students still struggled with integrating the reflective assignments with the more technical parts of the course, others started to use the terminology and reasoning from the reflective assignments when talking about how they approached the problems they faced when solving the technical assignments. Having the students equipped with these new approaches also facilitated talking about problem solving and learning strategies, both during the course where this strategy was tested, as well as a subsequent course.The strategy was evaluated by analysing the written and oral presentations and reflections of the students, with special attention being paid to their problem solving and their strategies when approaching new technologies and tools. In addition to this, we also observed their reasoning about the theories that was embedded in the tools, i.e not just talk about how to do things in the software, but also the theories and principles underlying the software.Overall, the aim of the strategy was to train the students on problem solving and learning through experimentation, design and reflection. While one single course is a very short time to practice this, differences in reasoning andstrategies in the students from the beginning of the course to the end could be seen. This was both in their written reports as well as their oral presentations. Areas where improvements could be seen was more abstract reasoning, reflection on problem solving, priorities, and the ability to connect and compare different areas of the course. One theme that also was recurring in the texts was the balance between chaotic exploration and structured learning. These are skills that are valuable in a changing industry where they will need to learn new tools and develop new workflows constantly. Overall, a conclusion here is that learning to learn is far more important than learning a specific tool or skill.
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- Keller, Marek, 1983-
(author)
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Konkurs och process
- 2020
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Doctoral thesis (other academic/artistic)abstract
- Civil actions are a regular occurrence during the course of bankruptcy proceedings and may have wide-ranging and significant social impacts, not least due to the fact that they can pertain to assets of considerable value or affect a large number of individuals and various types of economic interests. These lawsuits also raise a number of legal issues regarding the delimitation of procedural rights of various bankruptcy actors, such as the bankruptcy trustee, the bankruptcy debtor and individual creditors.The mentioned competence issues are complex and have over the years generated relatively extensive case law. Additionally, they are of great importance in a bankruptcy, as they have a major impact on the outcome of bankruptcy proceedings and on the furthering of the efficacy of the policies underlying bankruptcy law.This thesis aims at systematizing and evaluating the rules regarding the bankruptcy actors' competence in civil proceedings to directly or indirectly dispose of assets and liabilities that are subject to a process by way of litigation. It is further intended to investigate how these rules affect the impact of the policy aims behind the substantive competence rules of bankruptcy law and the main purpose of the bankruptcy, and whether the regulation constitutes acceptable coordination between substantive bankruptcy law and procedural law.The investigation covers a very large number of legal issues at the intersection of substantive bankruptcy law and general procedural rules governing civil proceedings, for example: Who may be a party or intervener in actions regarding assets or debts in the bankruptcy? What are the legal implications of the estate substituting the debtor as a party to an action? What prospects does a bankruptcy estate have to avoid being drawn into the bankruptcy debtor's actions? To what extent are judgments in the debtor’s actions binding in bankruptcy proceedings?The inquiry shows that the relationship between the substantive and procedural rights of the individual bankruptcy actors is complex. In a number of situations, individual bankruptcy actors have a more wide-ranging procedural right of disposal regarding assets or liabilities than a substantive one. This gives rise to a risk that these rights will be used in ways that limit the impact for the policy aims of bankruptcy law, for example, by circumventing rules to protect third parties. However, it is argued that a more wide-ranging procedural right of disposal can, in certain instances, further the policies underlying bankruptcy law, provided that the relevant procedural rights are adequately set out. The thesis also discusses various solutions regarding the delimitation of the individual bankruptcy actors' procedural rights.
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- Andersson, Thomas, 1970-, et al.
(author)
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Building traits for organizational resilience through balancing organizational structures
- 2019
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In: Scandinavian Journal of Management. - : Elsevier. - 0956-5221 .- 1873-3387. ; 35:1, s. 36-45
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Journal article (peer-reviewed)abstract
- This paper describes and explains how balancing organizational structures can build traits for organizational resilience. Organizational resilience is a holistic and complex concept. In this paper, we move beyond focusing on sudden and disruptive events in favour of anticipating the unexpected in daily organizing. Organizational resilience is understood here as building traits of risk awareness, preference for cooperation, agility and improvisation and is analysed by means of a longitudinal qualitative case study. The paper contributes to the field by showing how balancing organizational structures can foster organizational resilience traits. We show that power distribution and normative control can create preparedness for unexpected events and foster action orientation at the same time as supporting organizational alignment.
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- Andersson, Thomas, 1970-, et al.
(author)
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Career in Swedish Retail
- 2016
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Reports (peer-reviewed)abstract
- A career in retailing is to a large extent a boundaryless career. A career in retail does not limit the individual to a single organisation, to a single role/position, or to a hierarchical rung on the organisational ladder. Both co-workers and managers move quite easily among organisations within the same retail area, between different retail areas, and in and out of the retail sector.• In the past, the description of retailing as a transitory employment sector has had a negative connotation. Yet this description can also have quite a positive connotation. For example, experience acquired in the retail sector can be very useful in other work sectors. Moreover, people working in retail are generally motivated by job security, a job that is possible to combine to leisure/family, and a job close to home. They are typically much less motivated by traditional career advancement opportunities, the exercise of power over others, and by the desire to make decisions.• People working in retail have a rather limited interest in becoming managers in part because their major work motivators are not the motivators one usually associates with management career paths.• Gender is a relatively weak distinguishing variable in terms of retail careers, but there are some statistically significant – yet small – differences in the work characteristics of men and women in retail. For example, women in retail prioritize work-life balance, the proximity of workplace to home, and outside interests more than men in retail. These priorities have a limiting effect on their opportunities to accept managerial positions and to follow traditional, upward career paths.• There are more women than men working in the retail sector today, but a larger percentage of men in management positions. However, this cannot be explained by differences between the motivations of men and women to become managers or in their attitudes towards their own managerial capabilities. The explanation lies in other, more indirect factors such as the expectations of today’s managers.• Women generally earn less than men in the retail sector. This inequality is especially evident when differences in work responsibilities exist (e.g., specialized areas, subbranches, management tasks).• There is some general scepticism among employees in the retail sector as far as the extent to which their employers are willing to commit to their well-being and development. This finding has important practical implications when employees sense a lack of employer commitment to them.• People outside retail sector generally have a more negative picture of the retail sector than the people within the sector. People in the retail sector are relatively satisfied and think their work is varied and interesting.• The number of women at the lower management levels (at the store-level) is increasing. Because of this trend, which is expected to continue, in the relatively near future there may be as many female managers as male managers at this level. However, at the upper management levels in retail, there are more than ten men for every woman and no indications of change.• Job security is the most important career anchor for retail employees in Sweden. This finding has very important practical implications because job security is typically not associated with employment in the retail sector. It is a factor that can be an important consideration for retailers.
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- Andersson, Ulf, 1973-, et al.
(author)
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The challenge with the skilled hobbyist
- 2020
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In: VILÄR. - Trollhättan : Högskolan Väst. - 9789188847867 ; , s. 16-17
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Conference paper (other academic/artistic)abstract
- Having prior knowledge and experience in 3d-graphics or visual effects can give you ahead start when embarking on an education within that field. However, experience shows that it is common that those students that have worked with 3d-graphics on a hobby level are stuck in a certain way of working. They have developed methods and workflows that are suitable under hobby-like circumstances, which means that they have worked in isolation, on a single computer and often without any specific deadlines or time restraints. However, work life is seldom this structured. Instead it is complex and disordered, and requires constant new learning (Bruno et al, 2017).This is a qualitative study where students from a three year program are interviewed regarding their process of going from a hobbyist to a professional, if any. The results are compared with the concept of the Deliberate Professional, as described by Trede and Jacksson (Trede et al, 2019) The results of this pilot study suggests that the students to a large extent still are in the “hobbyist”-mindset, and have a low insight in the different requirements of beingin the workplace. However, some mentions of constant learning, and the importance of knowledge outside of specific 3d-technology. Some implications for the program isto focus and emphazise what it means to be a professional, and not only expose the students to work-like projects, but also have more occasions for reflection excercises, as described by Bruno and Dell’avarsana (Bruno et al, 2017).
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