| 1. |
- Florin, Ulrika, 1964-
(författare)
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Från idé till gestaltningsförslag : fallstudie från Projekt Konstpaus
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Populär sammanfattning I vårt samhälle finns många offentliga konstverk. Dessa verk har kommit till på olika sätt men gemensamt är att konstverken i de allra flesta fall upphandlats med utgångspunkt i någon form av skiss. Skissen föregår det kommande konstverket och tjänar som underlag för beslut om upphandling av verket i full skala. Kunskapen om hur skisser kan tydas varierar och dessutom förekommer flera typer av skisser som var för sig fordrar olika sorters insikter av betraktaren (beslutsfattaren) för att kunna tolkas. Det övergripande temat för avhandlingen är kommunikationsprocesserna i relation till utvecklingen av 12 konstnärers gestaltningsförslag, tävlingsbidrag, samt hur juryns bedömning av dessa ser ut. Studien är baserad på material insamlat från de deltagande konstnärernas processer i Projekt Konstpaus, ett projekt delfinansierat av EU. Syftet med studien är att öka förståelsen för hur konstnärer utformar sina gestaltningsförslag, samt hur dessa förslag används och värderas. För att göra detta har tävlingsbidragen analyserats och konstnärerna intervjuats. Konstnärliga gestaltningsprocesser har synliggjorts liksom kommunikationen mellan beställare och konstnär.Bland annat har det framkommit att det finns en större potential att förmedla ett komplext gestaltningsinnehåll till en jury med stöd av digitala skisser, än vid användande av traditionella skisser. Det har visat sig att det kommande konstverkets kvaliteter blir synliga, men också att de brister som finns i gestaltningen tydliggörs i 3D- skisserna. Liksom teknologier tidigare i historien haft sin påverkan på bildutvecklingen, tolkningen och seendet har också övergången till digitala skisstekniker denna inverkan. Det har också visat sig att den text som tillhör respektive tävlingsbidrag haft avgörande betydelse för utfallet av jurybedömningen. Muntliga och skriftliga presentationer, bilagor och brev har påverkat juryn i sina beslut.Studien har också visat hur konstnärer kan tolka och förmedla resultat av en inventering och genom sina skisser förmedla dessa tolkningar. Konsten som tolkare av miljö, tid och tanke, kan gestalta information om en plats och i och med detta också fungera värnande för ett samhälles identitet i olika faser av en utveckling.Studien har bidragit med en djupare inblick i konstnärliga gestaltningsprocesser och hur de kan beskrivas samt i och med detta också en fördjupad förståelse i allmänhet av kreativa processer.
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| 2. |
- Andersson, Elisabeth C, 1951-
(författare)
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En utbildning i processledarskap avseende mångfald : utvärdering och aktionsforskning
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- With assistance from the European Social Fund, Mälardalen University started the JämBredd project to offer an education in equality and diversity issues. Part of this project has been education in Process Leadership. The aim was to design a skills enhancement Leadership course for creating processes of change in a multicultural working life. Schools, district courts, various municipal health care institutions, housing associations and universities have all requested knowledge about equality and diversity issues, in order to be able to create a better exchange of ideas both internally within organizations and externally in customer contacts. All participants have some form of leadership in their various activities. The professional roles of the 33 participants at the start of the education course were headmasters to preschool or school managers in various municipal administrations, personnel officers, gender instructors, lecturers, counselors, and administrators in various municipalities, counties and District Court. Process Leadership education was offered in nine so-called education modules over one year. The teaching methods varied with different approaches to in equality and diversity issues by researchers. Education modules were organized as full-day educational activities and located outside the university.The overall aim of the study is to identify learning and change processes related to equality and diversity issues among participants in the Process Leadership Education. Another aim is to develop an education model which can be used for skills enhancement in the areas of equality and diversity for different occupations? The questions are: How has participation in the education led to increased knowledge of equality and diversity issues? How has the education given participants increased knowledge that has contributed to a process of change regarding equality and diversity issues? What factors can be seen as important in the change process regarding equality and diversity issues? What conclusions can be drawn from the evaluation to contribute to the future development of process management training?The research strategy of this study has been Action research. The Action researcher has followed the learning process throughout a year and evaluated the program through observations, visual method, interviews and questionnaires. The results showed an understanding among the participants that they had attained increased knowledge about diversity that was mainly due to two factors: One reason was that the lecturers were knowledgeable researchers in various diversity issues and shared their own knowledge with the participants. The second reason was that there was plenty of time for reflection, reference reading and networking since the educational program spanned the entire year. The final result also indicated a training model that might be used to create a better understanding of diversity issues within various occupations. The result show consistent responses from the participants of the education, as described above, and can thus be said to be relevant to further education in equality and diversity issues. Through this education in process management, participants’ attained increased knowledge on the one hand and also on the other hand tools to drive processes that in turn can lead to employees with increasing knowledge about diversity issues.Keywords: process
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| 3. |
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| 4. |
- Andersson Schaeffer, Jennie, 1974-
(författare)
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Communication space : Spatial design in manufacturing industry
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main concern of this licentiate thesis is to discuss how built space is used for communication in the manufacturing industry, from a visual communication perspective. The thesis presents and develops the notion of 'communication space' and presents a model to describe the relation between different factors in the communication space. In a multiple case study, six different cases from the manufacturing industry are described and analyzed to highlight how built space is used for communication in a lean production context. Research results on how built spaces such as improvement places, meeting places and a development workshop affect improvement processes and communication are presented. What the studied improvement areas, meeting places and workshop can be said to communicate about the improvement processes is analyzed. The research results show that the built spaces in manufacturing industry are used for communication on two levels, both as places for interaction between employees and as a part of a communication process. The study also shows a relation between architecture from a specific time and the relation to the improvement work in the industrial context. How the results can be used to facilitate communication in the built spaces used for improvement processes in manufacturing industry is suggested in the thesis.
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| 5. |
- Berg, Benita, 1976-
(författare)
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Lgr11 – stöd eller begränsning? : Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.
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| 6. |
- Eklinder Frick, Jens, 1980-
(författare)
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Building Bridges and Breaking Bonds : Aspects of social capital in a regional strategic network
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Investing in cluster formation or encouraging companies to network in regional strategic networks is a common strategy used by municipalities to promote regional growth in peripheral regions. Previous research has investigated the significance of creating regional advantages by building clusters and regional networks, but researchers have not provided much insight into the problems facing the project management trying to implement such collaboration. In my thesis I describe and analyze a network project in order to shed light upon some of the complications that such a collaboration project might entail. My theoretical framework of analysis rests upon the concept of social capital, a concept that investigates the value that social contacts might incur. I have studied a designed network situated in the Swedish municipality of Söderhamn called Firsam. After the closure of the telecommunications factory of Ericsson/Emerson and the military airbase F15 Söderhamn lost 10 % of its local employment in 2004.The need for regional growth programmes therefore became dire. The companies that prior to the closure worked in close collaboration with the Ericsson/Emerson factory were also looking for new revenue streams to compensate for their loss of business. Collaboration with the local manufacturing companies to create innovative projects and to take on joint tenders seemed to be a perfect solution to the problems facing them and the municipality. In this spirit a regional strategic network called Firsam (Företag i regional samverkan) was initiated. I analyze the Firsam project using two different aspects of the concept social capital:”bonding” and”bridging”. The bonding form of social capital is associated with small and homogeneous groups that build prerequisites for long-term collaboration by forming close contacts and building trust. The bridging form of social capital creates an open stance towards social relations that enables new contacts to be formed outside one’s own socially established context. The bonding form of social capital provides prerequisites for close collaboration but can also result in close-mindedness and over-embeddedness in one’s own social context. Building bridging connections outside one’s own social context might encourage innovative thinking and spur entrepreneurship. The somewhat fleeting connections that are associated with the bridging form of social capital might on the other hand make it difficult to cultivate a common sense of trust within an existing group. These different manifestations of social capital create a paradox that might be hard to handle in the design of a regional strategic network. Is it best to support already existing network structures and impose the risk of creating a less innovative environment, or should members from outside the established social context be included in the network design to encourage innovative thinking? There are both positive and negative effects associated with either strategy. I shed light upon this paradox by analyzing the regional strategic network of Firsam.
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| 7. |
- Grahn, Andreas, 1973-
(författare)
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Fakta, normativitet eller pluralism? : Didaktiska typologier inom gymnasieskolans geografiundervining om klimatförändringar
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In education about climate issues teachers make choices. What is of most importance? To know how the green house effect works in a natural scientific way or to know about the political processes that can help us find a solution? Habits, or selective traditions, answers the questions why, what and how does teachers do when teaching about climate issues. In this study selective traditions are investigated.The purpose of this study is to investigate and identify selective traditions among the Swedish geography teachers when it comes to teaching about global warming. A discussion about the implications of the selective traditions for the education from a pragmatic perspective, inspired by John Dewey in his work: “Democracy and Education is also included.The empiricism of the study consists of interviews where teachers tell about their ways of teaching about climate issues. The result is presented in the form of selective traditions. The study identifies three separate didactic typologies in teaching about climate issues. The natural science typology tradition which focuses on facts, the normative which focuses on changing the student’s attitudes and the pluralistic which focuses on the student’s democratic development. All three have different implications in a pragmatic perspective. These three didactic typologies have different implications for the democratic dimension in education. Typology 1 does not encourage the student to take part in debates about climate change. Instead the student only receives natural science facts. In Typology 2 it is the teacher or some other ruler who decides what attitudes to adapt. But in Typology 3 the student is encouraged to, and gets the opportunity to develop his- or hers own attitudes.
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| 8. |
- Hadjikhani, Annoch, 1985-
(författare)
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Expectations in the internationalization process – The case of two Swedish banks’ foreign activities 1995-2010
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Studies of banks’ internationalization are few, particularly of Swedish banks’ and studies holding a process view of internationalization. This is surprising considering the fact that banks’ have an incredibly important role in our societies. Furthermore, the Swedish banks have until recently been restricted from internationalizing. However today the four largest Swedish banks have all become multinational. The purpose of this thesis is to describe and analyze the two Swedish banks Handelsbanken and Swedbank’s internationalization process between the years 1995-2010. This achieved by covering all relevant foreign markets that the banks are active in during their internationalization process in a longitudinal cross-case study based on archival sources (i.e. newspaper articles, press releases and annual reports). The analytical framework is constructed from behavioral theories and follows a process view of firms’ internationalization by applying the concepts of market commitment, market knowledge and expectation. Latterly firms’ expectation is included to take the future dimension into account in understanding firms’ internationalization behavior.Conclusions made in this thesis show that the banks internationalization process has some semblances but otherwise they show completely different internationalization behaviors. The study shows that firms’ internationalization process is bound to what the firm will expect of the future and that this expectation is very different based on what knowledge the firm has and its experience. Furthermore the study evidences through empirical findings that the internationalization process of firms’ is also strongly related to the state of the market, i.e. stable or unstable.
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| 9. |
- Koljonen, Tuula
(författare)
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Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.
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| 10. |
- Sandberg, Karin, 1981-
(författare)
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Möte med det förflutna : digitaliserade primärkällor i historieundervisningen
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, the Swedish educational system has undergone considerable change. A new curriculum and swift digitization via the implementation of the "one-to-one" system have increased the call for new teaching methods in schools. Previous research indicates that working with primary sources can enhance students’ historical thinking and historical empathy. The present licentiate dissertation aims to investigate Swedish upper secondary school students’ use of critical thinking and historical empathy when utilizing digitized primary sources, such as the parish registers stored in the Demographic Data Base at Umeå University. Five classes in grades 1-3, comprising 110 students, in the ages 16 to 19, and three teachers participated in the study. The students were assigned with compiling a report based on the digitised primary source material and presenting their findings in a written paper or oral presentation. The study was evaluated through (1) interviews with students and teachers, (2) classroom observation of the students while working with the material, (3) questionnaires on the students´ view of history, and (4) the completed assignments. The study shows that all the students achieved some result based on the information found in the digitised primary sources. While they applied historical empathy and historical thinking, it was mixed with presentism. The majority did not make use of corroboration, but those who did displayed more examples of historical thinking and historical empathy, primarily evident in grades 2 and 3 and in the free discussions held after the presentations. The students’ perception of primary sources shifted as a result of this exercise: Their preference for using primary sources had increased, although their trust in primary sources had simultaneously decreased. Teachers and students alike were generally satisfied with the assignment but argued that the database needed improvement in order to enhance its usefulness. Over the course of the assignment, students frequently expressed that the individuals in the digitized material came to life for them, generating feelings of empathy. The study’s contribution to history didactics is twofold. First, it clearly demonstrates how upper secondary students can make use of historical thinking and historical empathy when studying digitised parish records, even though they have difficulty contextualizing their results. Secondly, it provides insight into how Swedish students learn history and the kind of history that interests them. The results are predominantly in agreement with those from previous studies but this study is pioneering in basing its findings on primary sources that are digitised.
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