| 1. |
- Amundsdotter, Eva, et al.
(författare)
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Developing innovative organisations : using action-orientated gender research
- 2012
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Ingår i: Promoting innovation. - Stockholm : Vinnova. - 9789186517717 ; , s. 310-327
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Bokkapitel (refereegranskat)abstract
- Lack of gender awareness affects not only the conditions under which people work, itis also an obstacle to organisations’ ability to produce, develop and organise for innovation.This article presents an approach called action-orientated gender research, amerger of two theoretical perspectives: a) the doing-gender perspective, with its understandingof gender as formed in on-going relational activities and b) learning theorywithin the action research tradition, which focuses on reflection, learning and especiallyreflective learning for transformation. Gender theory and learning theory are combinedinto joint learning processes in networks of participants from different organisationswithin innovation systems. This makes it possible to uncover taken-for-grantedassumptions and gendered power relations which constrain the development of newinnovative possibilities in organisations.This article will present basic theoretical characteristic of the action-orientatedgender research approach, plus examples of how we have worked with this approachin a network of middle managers. Moreover, we will elaborate on the important considerationswe have discovered for organising transformative learning aimed at developinggender-aware, innovative organisations. The empirical material in the articlecomes from two meetings. One in which co-research was conducted with two managersworking in the same organisation. The other meeting took place one month laterwhen all the managers in the Gender network were present. During this second meeting,observations from the earlier co-research were presented and discussed using theconcentric circle method.
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| 2. |
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| 3. |
- Andersson, Fredrik N G, et al.
(författare)
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The EU’s Sustainable Finance Platform: A new game plan in the quest for competitive advantage
- 2023
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Ingår i: Creating a Sustainable Competitive Position. Ethical Challenges for International Firms. - 9781804552520 - 9781804552490 ; 37, s. 237-249
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The game plan firms must navigate in the quest of competitive advantage which is changing quickly. More and more firms acknowledge that future prosperity depends on achieving the joint goals of economic, environmental and social sustainability. This understanding has resulted in both firms and actors on the financial markets enhancing their focus on environmental, social and governance dimensions in their respective decision-making processes. In this chapter, the focus is on one key component of the changing game plan, the European Union’s (EU) Sustainable Finance Platform that envisions investors as a key driver of firms’ sustainability transformation. Based on survey data from Swedish listed firms, we discuss implications and outcomes of the Platform. Our results show that investors play an important role in setting the rules of the gameplan for firms. However, not to the extent that it meets the ambitions of the policymakers. This suggests either that the Platform will fail to meet its aims or that firms should expect further significant changes to the gameplan in the future.
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| 5. |
- Andersson, Per, Professor, 1964-, et al.
(författare)
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Aktuella kunskaper i undervisningsämnet : En utmaning för yrkesläraren
- 2018. - 1
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Ingår i: Yrkesutbildning. - Lund : Studentlitteratur AB. - 9789144121413 ; , s. 119-135
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Yrkeslärare är en grupp som befinner sig i en speciell situation jämfört med andra lärarkategorier. De har en bakgrund i ett annat yrke, och samtidigt som de har blivit lärare är de fortfarande i många fall tätt knutna till sitt tidigare yrke. Det vill säga att de har ett ”grundyrke” som de utbildat sig till och jobbat inom innan de blev lärare, och för vilket de nu utbildar nästa generation yrkesverksamma. Som yrkeslärare förväntas de vara kunniga inom yrkesområdet de utbildar för, men för att hålla sig uppdaterade i sitt grundyrke behöver de möjligheter till kontinuerlig kompetensutveckling av olika slag.
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| 6. |
- Andersson, Per, Professor, 1964-, et al.
(författare)
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Att vara yrkeslärare : Yrkesdidaktiska utmaningar
- 2019. - 2
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Ingår i: Lära till yrkeslärare. - Lund : Studentlitteratur AB. - 9789144132259 ; , s. 243-256
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel avslutar boken Lära till yrkeslärare. Det sammanfattar bokens innehåll samt diskuterar aktuella frågor kring yrkeslärares arbete nu och i framtiden.
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| 7. |
- Andersson, Per, Professor, 1964-, et al.
(författare)
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Lärares utveckling av ämneskunskap : En studie av yrkeslärares kompetensutveckling inom yrkesämnen
- 2018
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Ingår i: Resultatdialog 2018. - Stockholm : Vetenskapsrådet. - 9789173073745 ; , s. 20-22
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- För att hålla sig uppdaterade och utveckla sitt ämneskunnande behöver yrkeslärare inom gymnasieskola och vuxenutbildning möjligheter till kompetensutveckling i nära kontakt med sina olika yrken och branscher. För dessa lärare är kompetensutveckling extra viktigt, eftersom kunskapsutvecklingen i många yrken går så snabbt. Även mer informellt nätverkande har stor betydelse, visar denna studie.
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| 8. |
- Andersson, Per, 1964-, et al.
(författare)
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Views on adult educators
- 2010
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Ingår i: BAEA: Becoming Adult Educators in the European Area. - Copenhagen : Danish School of Education, Aarhus University. - 9788774301578 - 9788774301189 ; , s. 43-53
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- With an increased interest in and focus on lifelong learning and adult education as a means to economic development, social cohesion and participation in a democracy, comes an enhanced attention on adult educators and their qualifications. In light of this, the aim of Becoming Adult Educators in the European Area (BAEA), results of which are presented in this publication, has been to investigate ways prospective adult educators qualify for their jobs in terms of professional competences beforeentering the profession. Inspired by Bronfenbrenner (1979, 1986), among others, the study is grounded on the premise that individuals exist in multiple, multilayered and interacting contexts, each of which is a domain of social relations and physical contexts. The specific aims of the project have been:To analyse ways in which adult education policies and initial education andtraining opportunities for prospective adult educators affect professionalisation processes in the field of general, vocationally-oriented and liberal adult education;To investigate social and cultural factors that influence the individual formation of initial competences and qualifications of adult educators in the field of general, vocationally-oriented and liberal adult education;To investigate the main factors that influence the construction of a professional identity among prospective adult educators.Professional development in this study is defined as a process that involves the acquisition of a specialised body of knowledge, the formation of personal teaching-learning theories grounded on both theoretical principles and the self-interpretation of one‟s own practice, as well as the construction of a professional identity. The study is designed as a comparative study involving four European countries: Denmark, Estonia, Italy and Sweden. The empirical data was collected in the period of 2008-2009, in two steps. In the first step, a literature review of existing informationon adult education and learning and on the structural conditions surrounding the adult educator at work was conducted. The documents analysed included research reports and articles, official descriptions of national education systems, policy papers, laws, by-laws and reports, including national reports to the European Commission on the implementation of lifelong learning strategies at national levels. The second step consisted of narrative interviews which were conducted with a total of sixty-two persons undertaking specialised studies in adult education and learning. Each interview was first analysed in depth following a common frame of reference. Thereafter, cross-case analyses were carried-out nationally, and finally comparisons were made cross-nationally. Though the four countries studied differ in relation to adult education traditions as well as structural and political conditions, the analysis unveils similar trends for all – both in relation to adult education and training and in relation to the qualification of current and prospective adults educators. The empirical evidence brought together underscores that while the quality of adult education represents a topic of concern, it nonetheless underestimates the difficulties embedded in the provision of qualified teaching-learning transactions by adult educators who often enter the profession without specialised pedagogical knowledge. Further, the evidence highlights that professionalism in the field of adult education embodies contrasting views and understandings of its purpose, characterisations and possibilities, not least due to weak social recognition, fragile collective representativeness and individual protection. To better the conditions for the professionalisation of prospective and current adult educators, hence the quality of adult education provisions, more research-based knowledge in the field is needed. At the same time, the European Commission, governments, and other institutional actors and education agencies should:Develop policies and practices aimed at defining and implementing initial education and training paths and appropriate support for further career development in the field of adult education;Recognise adult educators as a professional group with complex cultural and professional competences;Create new opportunities for participation in specialised studies and concrete or virtual communities for professional exchange and mutual enrichment;Organise functional internships;Improve recruitment strategies and working conditions.
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| 9. |
- Andersson, Per, 1964-, et al.
(författare)
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Yrkesdidaktiska utmaningar
- 2014. - 1
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Ingår i: Lära till yrkeslärare. - Lund : Studentlitteratur AB. - 9789144091891 ; , s. 217-224
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta är ett avslutande och summerande kapitel i en antologi som tar upp centrala kunskapsområden inom det yrkesdidaktiska området.
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