| 1. |
- Berglund, Anders, et al.
(författare)
-
Innopoly : Design Steps Towards Proficiency in Innovative Practices
- 2011
-
Ingår i: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11. - : the Design society. - 9781904670339 ; , s. 281-286
-
Konferensbidrag (refereegranskat)abstract
- This paper is a follow-up on last year’s design steps and case studies analysis to bundle innovation skills in an educational model. In our previous research we presented the ideas and construct foundations to a game plan ideology to build up common knowledge and examine innovativeness. In this, the next phase paper, our ambitions is to deepen students’ abilities for self-governed innovative practices within a team. We have used a series of workshops with engineering design students and design students to frame and concretize the ‘Innovopoly’ educational platform. But also to find a way of communicate a coveted and sustainable knowledge and to motivate the learning since it will affect the momentum of a self-driven learning process. The implementation efforts of specific interdisciplinary design elements aim to strengthen the acknowledgement of how to perform a common and open innovative process and a holistic perspective. In order to do that, Innopoly has a three-dimensional concept based on four process phases and four different layers that can be varied according to level, how the team solves the defined task but also from the effect of an unknown factor in the game. Firstly, Innopoly put emphasis on the team process and team requirements as individual and mutual accountability, commitment to a common purpose, shared leadership and autonomy. Secondly, the game integrates the divergence of the team with a creative process where different knowledge backgrounds and experiences can open up a broader set of perspectives and refinements of ideas for each individual. Thirdly, Innopoly put the focus on external factors like working environment and visual and concrete working techniques and methods that can affect teams' work process. Fourthly, the involvement with organisations and industry in the task definition and also the idea that industry people can work together with the students when they perform the game give a realistic and up to date knowledge to the students in the learning context. The iterative process provides a greater understanding and anchoring knowledge through reflection and students' common discussion. The education model, ‘Innopoly’, builds on student-oriented learning, derived in design situations and situated practices. The ambitions to examine innovative practices are redeemed in incorporation of skills applied to manifest an autonomy level of performance and integrity. ‘Innopoly’ carries the outline logics from the innovation process – identification, research, ideation, concept, prototyping, testing and commercialization similar to the value increase as can be back traced to the original game form. The knowledge construction is supported in their performance, behaviour, thinking and reflections during all four phases. The educational prototype ‘Innopoly’ comprises of an inclination model inspired from Bloom’s taxonomy where ambitions is to prepare our students for future challenges.
|
|
| 2. |
- Berglund, Karin, et al.
(författare)
-
Consumption of entrepreneurs, consumption of entrepreneurship : Bloggers, influencers and socialites in a post-feminist economy
- 2018
-
Konferensbidrag (refereegranskat)abstract
- In the wake of the neoliberal turn, discourses on the ‘the women entrepreneur’ who starts up and manages her own company, has been stretched to include ‘the entrepreneurial women’, who affirms already achieved gender equality and thus find feminist activism less necessary to pursue (McRobbie, 2004; Gill, 2007). Entrepreneurship emphasis onindividualism, choice, and empowerment offers women postfeminist subject positions (Lewis, 2014). Wo/men’s independence has turned into an entrepreneurial class achievement (Gill, 2014), which is attained through consumption and a critical gaze on the self (Tasker & Negra, 2007). It has been reported that women’s magazines have dropped feminist content and nowadays offer women space for both self-revaluation and self-actualization (McRobbie, 2004, 2009, 2011, HolmerNadesan& Trethewey, 2000; Bröckling, 2010) Boundaries become blurred, including the male/female division, whilst the autonomous male subject of liberal polity (‘the economic man’) is turned into an invisible template (Hekman2004). In this paper, we study this emerging terrain by turning to popular bloggers’ sites asking what kind of subject positions that are promoted. Our empirical data consist of blog posts, podcasts, social media interactions and interviews with a number of professional Swedish bloggers/influencers/entrepreneurs, both male and female. What is common for all these entrepreneurs is that they have built up thriving and multi-faceted businesses around their personas – centering on a constant sharing of their personal lives in combination with positioning themselves as socialites and experts on matters such as fashion, interior decoration, media trends, travel – and entrepreneurship. The base – usually a blog site or a weekly podcast – has been expanded by all sorts of other activities; e.g., book publishing, TV shows, stage performances, beauty products, clothing lines and magazines.Feminism is an integrated part of all this, but in a ‘girlpower-ish’ sense where women can be independent and successful by their own making. In one sense, their subject positioning signifies a departure from the ethos of usefulness and discipline of classic neoliberalism (cfBerglund et al, 2017); they are to be admired because of their consumption, they are to be consumed themselves as signifiers of effectiveness, success, style and family happiness. But they are also avid promoters of classic entrepreneurial virtues; their lifestyles are within reach if you work hard, consume the right products and services, care for your career and your family at the same time. It is subject positions void of structural aspects of society (such as class), void of political conflict and void of problematisationof consumption in relation to sustainability issues.Our empirical examples are clearly related to recent claims that the neoliberal turn have unearthed the entrepreneurial “active, freely choosing, self-reinventing subject of postfeminism”(Gill and Scharff, 2011, p. 7). This subject may however take different shapes whereby it is more suitable to talk about how entrepreneurship discourses underpin a reconfiguration of femininity, thus offering women a variety of ‘outfits’. What these subjects share, except expecting undisputed economic freedom, is the wish (or need) to continuously self-actualise and transform, take responsibility, exercise (often conflicting) choices, in a world without radical or upsetting politics (Lewis et al, 2017). The entrepreneurial subject of neoliberalism and the self-fashioning postfeminist subject breed each other.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Berglund, Karin, et al.
(författare)
-
Provoking identities : entrepreneurship and emerging identity positions in rural development
- 2016
-
Ingår i: Entrepreneurship and Regional Development. - : Informa UK Limited. - 0898-5626 .- 1464-5114. ; 28:1-2, s. 76-96
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses entrepreneurship in a depleted community in transition. The purpose is to develop knowledge about how discourses are used in the positioning of identity in regional development. The concept positioning illustrates how identities are provoked, challenged, negotiated and moved into identity positions that break away from the idea of imitating successful and wealthy regions; instead, locality, place and history emerge as important resources from where local actors obtain agency and recognize new opportunities. Ethnographic data of a single case were collected over a six-year period between 2005 and 2010. The longitudinal nature of the study made it possible to incorporate how local stakeholders took on new identity positions, while handling their inspiration as well as their frustration. Results show how rural change was conditioned by discourses and how entrepreneurship challenged and reframed dominating structures through interaction between entrepreneurship and community. Four discourses, expressed as dichotomies available to people in this depleted community, illustrate the interactive process of positioning: change vs. traditions, rational vs. irrational, spectacular vs. mundane and individual vs. collective. The results support research emphasizing perspectives that acknowledge interaction between entrepreneurship and context as well as discursive aspects of regional development.
|
|
| 6. |
|
|
| 7. |
- Berglund, Karin, et al.
(författare)
-
Responsibilising the next generation : Fostering the enterprising self through de-mobilising gender
- 2017
-
Ingår i: Organization. - : Sage Publications. - 1350-5084 .- 1461-7323. ; 34:6, s. 892-915
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, our interest is in what subjectivities are fostered among schoolchildren through the recent introduction of entrepreneurship initiatives in primary and secondary school. The educational terrain is but one example where entrepreneurship has been discursively transformed during recent decades from the notion of starting businesses into a general approach to life itself in the advancement of neoliberal societies. The inherently elitist and excluding position of the entrepreneurial subject is now offered to all and sundry. While entrepreneurship pedagogy is explicitly intended to be gender neutral and inclusive of all such identities traditionally suppressed in the entrepreneurship discourse, we ask what kind of enterprising selves are mobilised and de-mobilised here. Second, in what way are these seemingly ‘gender-neutral’ enterprising selves gendered? Our analysis of three recent and dominating entrepreneurial initiatives in the Swedish school system emphasises the need for activation, performativity and responsibility. The analysis also shows that gender is indeed silenced in these initiatives but is at the same time productive through being subtly present in the promotion of a ‘neo-masculine’, active, technology-oriented and responsible subject. Entrepreneurship is presented as being equally available for all and something everyone should aspire to, yet the initiatives still sustain the suppression and marginalisation of women and femininities. The initiatives specifically promote a responsible and adaptive masculine subject position while notions of rebellious entrepreneurship and non-entrepreneurial domestic positions are mobilised out of the picture.
|
|
| 8. |
|
|
| 9. |
- Berglund, Karin, et al.
(författare)
-
The worthy human being as prosuming subject : ‘Projectified selves’ in emancipatory project studies
- 2020
-
Ingår i: Project Management Journal. - : SAGE Publications. - 8756-9728 .- 1938-9507. ; 51:4, s. 367-377
-
Tidskriftsartikel (refereegranskat)abstract
- The projectified self is suggested in this article as a way to advance emancipatory project studies toward improved understandings of how individuals in contemporary neoliberal societies are urged to become self-controlling, self-improving, self-commercializing, life-compartmentalizing, and deadline driven. We propose (1) a developed theoretical foundation for studies of the projectified self, based on recent writings on enterprising selves, and (2) the notion of prosumption as a concept for how the worthiness of this projectified self is constructed in a simultaneous process of project-based production and consumption. This is discussed in relation to the on-going studies of social media entrepreneurs.
|
|
| 10. |
- Lindh Karlsson, Monica, 1965-, et al.
(författare)
-
Allowing playfulness : examining innovativeness
- 2010
-
Ingår i: Proceedings of the 12th International Conference on Engineering and Product Design Education EPDE10. - 9781904670193 ; , s. 114-119
-
Konferensbidrag (refereegranskat)abstract
- A child’s playfulness and ability to fantasize are also key creative mechanisms in adulthood. Allowing low formal control functions and high self determination is valuable for intrinsic motivation, triggering new ideas, curiosity, experimentation and the desire to impact and change traditional practices – creating innovativeness. This paper sets out to do three things: provide a literature review of the different aspects and angles of knowledge- and competence learning, and the area of creative techniques and an innovative team process; offer experiences and learning from the unique case studies used; and thirdly, to present the concept of Innovopoly - a new tool to better achieve creative learning and examination in higher education through both the innovative working process and the creative process. These elements together give us the ability to discuss how higher education could best implement courses and methods in order to prepare our students for the future.
|
|
