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| 2. |
- Ewe, L. P., et al.
(författare)
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Relational Competence in Higher Education : a systematic review
- 2024
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Ingår i: Cogent Education. - : Taylor and Francis Ltd.. - 2331-186X. ; 11:1
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Forskningsöversikt (refereegranskat)abstract
- The objective of this study was to identify, review, and synthesize existing research focusing on relational competence in the field of higher education (HE). The focus was irrespective of whether the studies focus on HE teachers or students. Thus, the present review includes studies focusing on HE teachers as well as studies that center on students in HE. The included articles were scrutinized regarding focus, methodological considerations and results, the goal being to understand the literature and identify possible research gaps. The articles were descriptively synthesized, broadly following the principles of a narrative synthesis. The results suggest that individuals’ understanding of relational competence can be enhanced through training. However, the included studies predominantly explored the relational competence of student teachers in preparation for their future employment, while comparatively limited attention was given to the relational competence of teachers employed in HE or students outside teacher education programs. Moreover, there seems to be a disparity in perspectives between HE teachers and students regarding their perceptions of the significance of HE teachers’ relational competence. While students tended to perceive HE teachers’ relational competence as crucial to their wellbeing and learning, the teachers themselves conversely tended to prioritize organizational factors, such as course structure, over the importance of their relational competence. The main conclusions highlight the need for further development of relational competence among HE teachers, along with increased research and training in this area. Additionally, the results suggest a need for expanded education focusing on relational phenomena in teacher programs to better prepare student teachers for their future employment.
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| 3. |
- Fjelkner, Annika
(författare)
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Business students’ perceptions of their readiness for higher education studies and its correlation to academic outcome
- 2020
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Ingår i: Journal for advancing business education. - 2638-8065. ; 2:1, s. 74-92
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study explores the link between students’ ex ante (n=184) and ex post (n=113) appraisals of readiness and outcomes in a business program. Results indicate that perceived readiness does not predict outcome. GPA is the strongest predictor for native Swedish speakers but not for non-native speakers in this sample. All students felt well prepared for HE studies, whereas academic outcome in nominal time indicated many were not. One implication is that teachers need to be aware of student overconfidence and early on show what is expected of them performance wise. This is especially important for underprivileged groups.
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| 4. |
- Fjelkner, Annika, et al.
(författare)
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Do personality traits matter? : a comparative study of student preferences for TLAs and assessment modes in two different majors
- 2019
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Ingår i: Teaching & Learning Inquiry. - : International Society for the Scholarship of Teaching and Learning. ; 7:1, s. 78-102
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Tidskriftsartikel (refereegranskat)abstract
- What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
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| 5. |
- Fjelkner, Annika, et al.
(författare)
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"It has worked well despite the circumstances” : a study on student social relations and well-being during the pandemic
- 2021
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Ingår i: Högre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 11:3, s. 9-25
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Tidskriftsartikel (refereegranskat)abstract
- Students’ possibilities to interact with peers have reduced drastically during the emergency transition to online teaching due to the Covid-19 pandemic. Students report on decreased motivation and other study related issues; hence, there is a need to better understand the effects of decreased interaction. The aim of the present exploratory study was to document changes in student networks, in relation to perceptions of connectedness, study outcome and well-being in two different settings. An ad hoc online survey (n = 97) was distributed among students from one research-intensive and one teaching-intensive university where many students commute. Results showed that student social networks defoliated from the outside-in and left students with an inner circle of students they shared multiplex relations with. Students who had lost more working and multiplex relations also reported a decline in well-being. The main contribution of this study is the visualization of how networks became fragmented, and how the experience of this differed depending on type of study context. These findings may have implications for a post-Covid organisation of higher education.
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| 6. |
- Fjelkner, Annika
(författare)
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“Ok—I Need Help from Somewhere” : The Educational Value of Multiplex Student Relationships in a Commuter College
- 2022
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Ingår i: Innovative Higher Education. - : Springer Netherlands. - 0742-5627 .- 1573-1758. ; , s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- The present mixed-methods study provides insight into how students in higher education describe and form multiplex relationships in a cohort of students attending a commuter college, thereby improving our understanding of the complex relationships within student groups and their relation to learning. The main aim was to understand the student experience of networking with other students, particularly how commuter students perceive their academic multiplex relationships. Relational data were collected in a cohort of students (n = 109), complemented by 15 semi-structured interviews. One main finding was that students perceived that their largely homophilous multiplex relationships were central to academic achievement, but if students also had limited friendship relations these multiplex relationships could limit students’ academic experience. Another finding was how orientation week and group work done during the first semester mainly supported the formation of multiplex networks but were also perceived as barriers by some students. Likewise, commuting both scaffolded network building and became a barrier, especially for students with an immigrant background. One important implication for curriculum development is that faculty cannot leave relationship building to the students alone. A strategic model is discussed that supports emerging multiplex relationships, which can lead to gains in learning, retention, and integration.
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| 7. |
- Fjelkner-Pihl, Annika
(författare)
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The constructive overlap : A study of multiplex ties in students’ study-related networks and academic performance
- 2021
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Ingår i: Innovative Higher Education. - : Springer Netherlands. - 0742-5627 .- 1573-1758. ; 47, s. 273-295
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Tidskriftsartikel (refereegranskat)abstract
- This article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students’ study-related social networks affect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.
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| 8. |
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| 9. |
- Macheridis, Nikos, et al.
(författare)
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Students’ experiences of the research-teaching nexus
- 2023
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Ingår i: Tertiary Education and Management. - : Taylor and Francis Ltd.. - 1358-3883. ; , s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- Students experience the research-teaching nexus differently as they progress through their first three years of undergraduate study depending on the discipline. The question is if students, within the same discipline, experience the nexus differently depending on the profile of the institution where they study. The present study explored students’ experiences of the research-teaching nexus (RT-nexus) during their undergraduate studies at one research-intensive and one teaching-intensive university. A survey (n=340) was distributed among business students at two Swedish universities. One finding is that students from both universities reported on a progression in how they experience the nexus, and in learning outcomes. Students also rated what teachers do and what they themselves do higher, than what their peers do. The main gap between students from the two universities was that students from the research-intensive university generally perceived a stronger connection between teaching and research than did students from the teaching-intensive university. They also to a higher extent found that a close connection between research and teaching in their education would be important to them in their future work life, whereas students from the teaching-intensive university were more unsure.
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| 10. |
- Mattisson, Jane, et al.
(författare)
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A guide for teachers and students in a cross-cultural context
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- A Guide for Teachers and Students in a Cross-cultural Context addresses important aspects of cross-cultural education primarily in relation to China and Sweden though much of what is written here also applies to other nationalities. Our observations are based in part on our experience of teaching Chinese students both in China and in Sweden and on six workshops held at Linnaeus University, Sweden, Kristianstad University, Sweden, and Beijing Normal University, China. Our handbook is divided into three sections: practical information; oral interaction in the cross-cultural classroom; and writing in the cross-cultural classroom. The three sections point to potential problems and misunderstandings between China and Sweden and provide practical advice and tips for students and teachers. We welcome Chinese and other international students to Kristianstad University. They enrich our classrooms and stimulate new thinking as well as new teaching practices. It is our hope that readers of our handbook will contact us, providing comments and suggesting additions to the three sections. All comments and suggestions can be sent by e-mail to the contributors.
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