| 1. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Lärandets kontextualitet: Hur utvecklas ekonomstudenters förståelse av ett grundläggande ekonomiskt begrepp under utbildningen?
- 2006
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Ingår i: Didaktisk Tidskrift. - 1101-7686. ; 15:2-3, s. 63-92
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln redovisar resultatet från en delstudie av en treårig variationsteoretiskt forskningsprojekt, som syftat till att undersöka dels ekonomstudenternas kvalitativt skilda sätt att uppfatta kritiska aspekter av ett grundläggande ekonomiskt begrepp, ”räntabilitet”, och dels undersöka förändringen av kvaliteten på urskiljda kritiska aspekter. Av speciellt intresse i denna studie har varit de svårigheter studenter i ekonomisk grundutbildning ställts inför, när de löst problem där räntabilitet utgjort ett viktigt begrepp. Ett urval av studenter, ur antagningsgruppen hösten 2000, har följts under den treåriga ekonom¬utbildningen. Vid tre intervjutillfällen, ett per år, har studenterna i de två första intervjuerna fått redovisa två egna problemlösningar som de gjort i samband med skriftliga examinationer. Under tredje intervjun har de fått lösa ett specialkonstruerat ekonomiskt problem. Analysen av sammanlagt 27 intervjuer, resulterade i tre beskrivningskategorier, där olika kritiska aspekter av begreppet fokuseras i respektive kategori. Studenternas kvalitativt skilda uppfattningar av begreppets innebörd varierade liksom deras individuella mönster av förståelse och kunskapsutveckling under grundutbild-ning¬en. Implikationer av resultaten för forskning om lärande, utbildning och undervisning i ämnet redovisning diskuteras och förslag ges på fortsatt forskning.
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| 2. |
- Hedegaard, Joel, et al.
(författare)
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Communicative Construction of Native versus Non-Native Swedish Speaking Patients in Consultation Settings
- 2014
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Ingår i: Scandinavian Journal of Public Administration. - 2001-7405. ; 17:4, s. 21-47
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we examine patient-centered care through analyzing communicative constructions of patients, on the basis of their native language, in consultations with physicians. Whereas patient-centered care is of current interest in health care, research has not addressed its implications in this dimension. Previous studies indicate that non-native Swedish speaking patients, experience substandard interpersonal treatment far more than native Swedish speaking patients. Our findings show that the non-native Swedish speaking patients presented themselves as participating, whereas the native Swedish speaking patients presented themselves as amenable. The physicians responded in two different ways, argumentatively towards the non-native Swedish speaking patients and acknowledging vis-à-vis the native Swedish speaking patients. When decisions and conclusions were made by the patients and physicians, this resulted in preservation of the status quo in the consultations with the non-native Swedish speaking patients, while the corresponding result with the native Swedish speaking patients was monitoring of their health status. So, whereas the non-native Swedish speaking patients actually were model patient-centered care patients, physicians were more amenable towards the native Swedish speaking patients. We suggest that patient-centered care is desirable, but its practical application must be more thoroughly scrutinized from both a patient and a health care worker perspective.
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| 3. |
- Hedegaard, Joel, et al.
(författare)
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Gendered communicative construction of patients in consultation settings
- 2014
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Ingår i: Women & health. - : Informa UK Limited. - 0363-0242 .- 1541-0331. ; 54:6, s. 513-529
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore the communication in consultations between patients and health care staff from a gender perspective. We used 23 tape-recorded consultations between patients with Atrial Fibrillation and 5 nurses and 5 physicians at cardiac outpatient clinics at 6 different hospitals in southern Sweden during autumn 2009 to explore the verbal gendered constructions of patients. Through critical discourse analysis, we revealed that the male patients tended to describe their ailments with performance-oriented statements, whereas the female patients usually used emotional-oriented statements. The staff downplayed the male patients' questions and statements, while they acknowledged concern toward the female patients. Both the patients and the staff made conclusions according to a mutual construction. Male patients were constructed as competent, and female patients as fragile through gender-stereotypical communication. Open-ended statements and questions enabled consultations to be less limited by gender stereotypes.
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| 4. |
- Liff, Roy, 1951, et al.
(författare)
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Students' understanding of theory in undergraduate education
- 2014
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Ingår i: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; 19:4, s. 419-431
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates undergraduate students' application of theory in their analysis of problems presented in authentic leadership cases. Taking a phenomenographic research approach, the paper identifies two levels at which students understand ‘theory’: Level 1-Theory as knowledge acquired from books; Level 2-Theory as support for problem solutions. Only the students at Level 2 understanding achieved the highest learning outcome described by the Bologna Reforms. This result may be accounted for by the difference in the students' pre-conceived understanding of the events and relationships in the analysed cases. The phenomenographic assumption explains why the authentic cases are problematic. The high relevancy of the learning object – as an authentic case – may reduce the effect of variation, in this case the educational environment that is the mechanism for learning according to variation theory.
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| 5. |
- Liff, Roy, 1951, et al.
(författare)
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Systematic and serendipitous discoveries: a shift in sensemaking
- 2015
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Ingår i: Journal of Documentation. - 0022-0418. ; 71:6, s. 1250 - 1264
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This paper aims to enrich our theoretical understanding of the phenomenon of sensemaking where a conceptual shift was provoked by a serendipitous encounter. Design/methodology/approach A theoretical framework consisting of three elements of reflexivity: the cognitive, the social, and the normative, all of which support the study. Semi-structured interviews were conducted in the investigation of a serendipitous Episode that occurred in a larger research project. This Episode took place at a meeting between a social welfare officer and a psychologist in which they discussed the treatment of a psychiatric patient. When the psychologist left the meeting for a brief period, the researchers, unexpectedly, were able to interview the social welfare officer alone. Findings This interview revealed a deviation from the institutionalised patient treatment procedure that was explained to the researchers in earlier interviews. The study shows that shifts in sensemaking are possible when researchers are open to serendipitous encounters. This shift in sensemaking in this Episode was strategic because it concerned the most important element of the actor’s decision making: the cooperation around the patient in making diagnoses and in prescribing treatment. Research limitations/implications It is recommended that researchers use the theoretical framework of reflexivity to test their sensemaking processes as well as remain open to changes in planned, traditional methodological approaches. Originality/value The study applies a post-hoc analysis with reflections on serendipitous events that may guide researchers when they encounter unanticipated events and make anomalous discoveries.
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| 6. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Collaborative production of pedagogical knowledge: enhancing students' learning
- 2012
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Ingår i: Journal of Applied Research in Higher Education. - 1758-1184. ; 4:1, s. 72-83
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to investigate students’ qualitatively different ways of understanding basic economic relationships in three undergraduate courses in the discipline of accounting. The theoretical frame is variation theory, which is a learning theory about the different ways students understand the learning object (in this study, basic economic relationships). The instructors chose a learning object which was investigated under two different teaching conditions – the traditional lecture model and the adjusted Learning Study model. Two student groups in a Business Programme (one group admitted the year after the first group) were identified as a comparison group and a target group. The two groups were comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the instructors used the traditional lecture model; in the target group, the instructors used the adjusted Learning Study model. The first year of the study was used for training the instructors and for the preparation of teaching prerequisites. There were significant differences between the two groups’ examination results in the three courses. Students in the adjusted Learning Study model group performed better. The conclusions have scientific implications for students’ understanding of the subject and educational implications for teaching in terms of new teaching methods and revised curricula. The findings are valuable to professional instructors/lecturers in higher education. The findings and methods of this study contribute to the international research on empirically based didactic knowledge of subject content in higher education. Even though the subject content is specific in the study, the methodology of variation theory is applicable to other disciplines.
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| 7. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Continuity and Development in the Phenomenography and Variation Theory Tradition
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:3, s. 257-271
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Tidskriftsartikel (refereegranskat)abstract
- This special issue includes 5 contributions of contemporary work based in the phenomenography and variation theory research tradition and also actualises theoretical and methodological discussions. This introduction consists of 3 main parts. First is a brief introduction to and framing for the contributions through pointing to some of the main points made and putting them in perspective in the tradition. Second, the use and meanings of 4 key terms in the tradition—phenomenon, object of learning, dimension of variation, and critical aspect—are analysed across the contributions. Third, and finally, possible emergent strands of future research based in phenomenography and variation theory are discussed, and how the contributions relate to and are reflective of such emergent strands.
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| 8. |
- Rovio-Johansson, Airi, 1939
(författare)
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Experiences of practice-based learning in phenomenographic perspective
- 2018
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 30:1, s. 48-64
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This study examines, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach The paper introduces the Cooperation Project between TTC-Furntech and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggest that three phenomenographic hierarchical categories constitute the learning process; (a) getting a recognised professional identity; (b) perceiving new elements and expanding knowledge; (c) seeing new aspects of design work and new steps of development in profession. Findings Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object, were expressed in cooperation as doings and sayings, as translation, and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences. Practical implications More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.
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| 9. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Exploring Students’ Choice of Theories as Tools in Problem-Solving: A Pilot Study
- 2022
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 33:2, s. 225-234
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore why work-experienced students with up to 20 years of experience may not change their perception of professional practice when subsequently participating in practice-based learning programmes in higher education. We investigated the role of the degree of codification as operationalisation in how students choose theories to solve a practical management problem. When selecting a theory, work-experienced students may overlook the degree of codification in the theory that enables its use as an analytical tool. Previous research on novices or work-experienced students has not investigated their learning outcomes considering the features of theories students need to apply. Research findings indicate that students’ understanding of theories affects their selection of theories and their problem-solving practice. This study extends previous research on work-experienced students’ learning and contributes to the international discussion on why work-experienced students encounter difficulties in professional and practice-based learning in higher education.
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| 10. |
- Rovio-Johansson, Airi, 1939
(författare)
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Integration - A polyphonic concept in cross-border acquisitions
- 2005
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Ingår i: The ICFAI Journal of Mergers & Acquisitions, Hyderabad, India: ICFAI University Press. - 0972-9232. ; 2:4, s. 42-61
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Tidskriftsartikel (refereegranskat)abstract
- An interpretative qualitative method is used for researching and exploring the qualitative differences in meaning making of a concept in the integration processes of two Nordic across-border acquisitions. The social construction of the meaning of a concept is investigated from a socio-cultural discursive perspective. In semi-structured interviews a specific question is used to reveal the managers’ ways of making sense of the concept “integration,” in two Nordic acquisitions. The results indicate interesting differences in meaning making between Swedish and Norwegian managers and Danish managers. The analysis, depict the meanings ascribed to the concept, in different categories. The variation of managers’ experiences range from concrete actions to strategic experiences of the integration processes. On management level, these variations in meaning making of a single concept can cause serious misunderstandings, misinterpretations and different language problems in mergers and cross-border acquisitions. The study contributes first to the introduction of a new qualitative, explorative research approach aiming at describing the variation of qualitative differences in the meaning ascribed to the concept. Second, it contributes to broadening our understanding of the situated and contextualized character of talk-in-interaction in social practices. It is argued that the variation in ways of meaning making, on the one hand, is related to individual differences in competence and training among managers and, on the other hand, to corporate factors. Findings can be used as a basis for further research into discourse and communication processes from a functional language perspective in social practices for example organizational change processes, mergers and acquisitions.
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