| 1. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Crossing Boundaries Through Work-integrated Knowledge Communities
- 2003
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Ingår i: E-Learn. - San Diego, CA : Association for the Advancement of Computing in Education (AACE). - 9781880094501 ; , s. 1707-1710
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Konferensbidrag (refereegranskat)abstract
- This paper reports from the preliminary lessons learned of an action case study in which learning initiatives in a business organisation are investigated. The main question is abouthow to integrate knowledge and learning processes in business work processes? We are at present facing the challenge of integrating an actual business work process with an sustainable knowledgeand learning process in an on-going action case research project together with a company withinthe chemical industry. We argue for a greater appreciation of informal learning processes as powerful complements to formal training and capability building. The implications from the casestudy so far, are that the business processes need to reconsider its learning capacity from the pointof view of actual work practice. We propose the vision of a work-integrated knowledge community that is facilitated by crossing boundaries in the daily work practice of business organisations
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| 2. |
- Svensson, Ann, 1962-, et al.
(författare)
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Knowledge Integration in Profession-Oriented Work: a Cross-Case Analysis
- 2010
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Ingår i: 2010 Organization Learning, Knowledge, and Capabilities Conference, Northeastern University, Boston, Massachusetts, US June 3‐4, 2010. - Boston, USA : Northeastern University. ; , s. 1-3
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Konferensbidrag (refereegranskat)abstract
- Different professions conduct their on-goingprofessional work in various forms of organizations, in order to accomplishcomplex and sometimes both time- and life-critical activities. Knowledge is aprerequisite resource in performing work in such activities and sometimes thework requires collaboration across boundaries between professional groups andspecializations. Hence, knowledge is integrated in such work settings, andknowing is a central concept to make sense of the professionals doing and theircollaborating actions. In this paper we present and analyze two ethnographicalcase studies. The aim is to understand how different types ofprofession-orientated work practices can be facilitated through informationsystems (IS) support in order to improve collaboration and knowledgeintegration between different groups and professions. The analysis of the casesshows both differences and similarities regarding the integration of knowledge.We use the concepts of boundary objects, brokers and boundary spanningactivities as a facilitating foundation for the integration of knowledge amongthe different professions. From the results we discuss some proposals fordesign of new ways of IS support for knowledge integration.
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| 3. |
- Sörensen, Carsten, et al.
(författare)
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Codify or collaborate : From expert systems to systems of experts for knowledge creation in manufacturing
- 2000
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Ingår i: BPRC conference Knowledge Management. ; , s. 10-11
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Konferensbidrag (refereegranskat)abstract
- Academics and business professionals currently show a significant interest inunderstanding the management of knowledge and the roles to be played herein byinformation and communication technology (ICT). In this paper we take a closerlook at one of the primary issues raised when supporting the management ofknowledge, how to understand the role of codifying implicit knowledge as opposedto the role of collaboration and networking in processes of knowledge creation.Two exhibits illustrating an unsuccessful and a successful process of knowledgeexploration and exploitation are presented and discussed. It is concluded thatdistinguishing between a cognitive and a community perspective on the managementof knowledge can be enriched by more carefully considering both technologicaland organisational issues.
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| 4. |
- Arvemo, Tobias, 1970-, et al.
(författare)
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Lessons Learned From A Cross-Sector Development Project : An Integrative Research Approach
- 2018
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Ingår i: INTED 2018. - : IATED. - 9788469794807 ; , s. 3914-3922
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Konferensbidrag (refereegranskat)abstract
- This paper draws on the experiences of work-integrated learning from a Swedish-Norwegian cross-sector research project where actors from university, industry, government and volunteer sector collaborate on city center development. The empirical setting of the present study consists of six smaller cities in rural municipalities with limited resources and experiences of collaboration with higher education institutions. The following research question is addressed: How can research and development projects serve as a vehicle for facilitating mutual knowledge exchange between academia and society in cross-sector and rural collaboration contexts? The aim is hence to suggest a tentative collaboration model that identify and integrate knowledge flows between actors involved in cross-sector collaborations in such setting. To gain deep insights in the complex dynamics of project collaboration we applied a mixed methods approach including surveys, structured, in-depth qualitative interviews, observations, workshops and student projects. The data collection was performed during 2016-2017. Findings indicate that trust, continuity, and relationship building are the basis vital for successful creation, development and maintenance of knowledge flows. Furthermore, there is a need to develop an integrative tool box with different methodological tools, work practices and strategies to plan, perform, compile to leverage the knowledge flows and coproduce sustainable results. Our tentative model aims to illustrate conceptualize lessons learned on work-integrated learning and collaboration with academia. We discuss how the model may support co-creative and mutual results over time.
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| 5. |
- Bernhard, Iréne, 1953-, et al.
(författare)
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Conceptualizing University-Society Collaboration : A Literature Review Focusing on Drivers of Collaboration
- 2018
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Ingår i: ICERI2018 Proceedings. - : IATED. - 9788409059485 ; , s. 9036-9042
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Konferensbidrag (refereegranskat)abstract
- Collaboration and learning are vital for development in all sectors of society and there is a constant need for new ideas, innovation and development. Crucial for dealing with contemporary complex challenges on a local, regional, national and global scale is a need for the inclusion of many perspectives and competences. However, collaboration is never friction free but challenging. A reason for this might be that there are different expectations on goals and outcomes due to that collaborating organizations bring different contexts, Inter-organisational collaborations, cultures, traditions etc. These challenges are addressed by several approaches for university-society collaboration, e.g. Work-Integrated Learning (WIL), University-Industry-Government (Triple-helix), University Community Partnership (UCP), and Public Private Academic Partnership (PPAP). These are all aiming at planning, performing, compiling and leveraging knowledge exchange and co-creating sustainable results. What is less developed is what genuine impact such results do have on society, i.e. societal impacts. Thus, there is a need for gaining more knowledge in research about what key mechanisms that constitutes successful collaboration between academia and various public and private organizations in research projects.This conceptual paper explores the underlying concepts of principles that are used as guidelines for successful university-society collaboration. It draws on a literature review of key concepts selected from established frameworks and models that are current in the field of university-society collaboration, e.g. co-creation, trust, relationship building. The aim of the paper is to gain deeper insights in the complex dynamics of research collaboration by combining previous models with current research literature and suggest implications for both model development as well as principles of conduct when societal impact are to be ensured in university-society collaboration. Hence, the research questions to be addressed in this paper are: What are the key concepts that underlie the dynamics of university-society collaboration in the research literature? How can successful university-society collaboration be conceptualized in order to facilitate co-creation and societal impact?
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| 6. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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Work-integrated Learning : Increasing societal impact by decreasing the gap between research and practice
- 2018
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Ingår i: ICERI2018 Proceedings. - : IATED Academy. - 9788409059485
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Konferensbidrag (refereegranskat)abstract
- In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution
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| 7. |
- de Blanche, Andreas, 1975-, et al.
(författare)
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Artificial and human aspects of Industry 4.0: an industrial work-integrated-learning research agenda
- 2021
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Ingår i: VILÄR. - 9789189325036
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The manufacturing industry is currently under extreme pressure to transform their organizations and competencies to reap the benefits of industry 4.0. The main driver for industry 4.0 is digitalization with disruptive technologies such as artificial intelligence, machine learning, internet of things, digital platforms, etc. Industrial applications and research studies have shown promising results, but they rarely involve a human-centric perspective. Given this, we argue there is a lack of knowledge on how disruptive technologies take part in human decision-making and learning practices, and to what extent disruptive technologies may support both employees and organizations to “learn”. In recent research the importance and need of including a human-centric perspective in industry 4.0 is raised including a human learning and decision-making approach. Hence, disruptive technologies, by themselves, no longer consider to solve the actual problems.Considering the richness of this topic, we propose an industrial work-integrated-learning research agenda to illuminate a human-centric perspective in Industry 4.0. This work-in-progress literature review aims to provide a research agenda on what and how application areas are covered in earlier research. Furthermore, the review identifies obstacles and opportunities that may affect manufacturing to reap the benefits of Industry 4.0. As part of the research, several inter-disciplinary areas are identified, in which industrial work-integrated-learning should be considered to enhance the design, implementation, and use of Industry 4.0 technologies. In conclusion, this study proposes a research agenda aimed at furthering research on how industrial digitalization can approach human and artificial intelligence through industrial work-integrated-learning for a future digitalized manufacturing.
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| 8. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Certifiering av arbetsintegrerat lärande i högre utbildning
- 2021
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Ingår i: VILÄR. - 9788409345496 ; , s. 21-21
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- För att Sverige ska kunna konkurrera i den globala ekonomin måste våra studenter med examen från högre utbildning vara redo för en karriär i arbetslivet. För Högskolan Väst innebär detta att våra utbildningar ska utvecklas i samverkan med partners från omgivande samhälle för att kunna erbjuda ett relevant och attraktivt utbildningsutbud, som svarar mot arbetsmarknadens långsiktiga kompetensbehov. Vid Högskolan Väst görs detta strategiska arbete inom ramen för vår profil arbetsintegrerat lärande (AIL). För oss bygger AIL-profilen på att avancerad kunskap skapas på många håll i samhället och att teoretisk och praktisk kunskap är lika viktiga. Vi vill att våra studenter utvecklar förmågor och färdigheter som gör att de kan ingå i och driva hållbar samhällsutveckling i praktiken. För att uppnå en strategisk och kvalitativ utveckling av AIL beslutade Högskolan Västs styrelse att AIL-certifiera alla utbildningsprogram med ett tydligt hållbarhetsperspektiv. Kvalitetsprocessen kallas AIL-certifieringsprocessen, vars syfte är att säkerställa att alla studenter möts av och kritiskt kan reflektera kring till AIL, dess innehåll, värde och utmaningar utifrån ett hållbarhetsperspektiv. Denna studie presenterar erfarenheterna från två omgångar av AIL-certifieringar där 11 utbildningsprogram genomgått processen. Arbetet har inneburit utformning av kriterieområden för att kunna kvalitetssäkra kursplaner och utbildningsplaner utifrån olika kunskapsformer. En initial vägledningsmodell med kompletterande inspiration och stödstruktur till kriterieområdena har tagits fram. Resultatet visar på att det finns ett flertal olika typer av AIL-aktiviteter som återspeglar mångfalden av AIL i undervisningen och de sätt som utbildningar vid Högskolan Väst har relation till och samverkar med arbetsgivare och organisationer. Processen kom att präglas av kollegialitet och erfarenhetsutbyte vilket även resulterat i kvalitetsutvecklande aktiviteter inom program och kurser. Det långsiktiga bidraget är att ta fram ett kvalitetsramverk för AIL i högre utbildning med tydlig koppling till hållbar utveckling. Ett sådant kvalitetsramverk ska kunna spridas till fler lärosäten som systematiskt vill utveckla AIL som en tydlig kvalitetsdimension i högre utbildning.
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| 9. |
- Arghavan Shahlaei, Charlotte, 1985-, et al.
(författare)
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What competence is not
- 2019
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Ingår i: VILÄR 5-6 december 2019, University West, Trollhättan. - Trollhättan : University West. - 9789188847430 - 9789188847447 ; , s. -3
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The ambitions of organizational scholarship to enhance employee's performance is viewed as a process of moving from controlling workers to empowering them, from giving orders to creating participatory interactions.These movements are usually pursued in the shadow of a supposed scientific management exactness that aim for a higher performance. However, such ambitions often ultimately translate into organizational efficiency in the sense of less input for more output in performing certain tasks, or in terms of creating customer value. In this scenario, no matter how capable employees are in performing a range of tasks related to a knowledge area, their performance is always evaluated relative to tasks specific to the context of the given organization and dependent upon its demands.In this study, we examine a highly innovative industrial context, where the arrangement of human competence, and modern agile management processes are implemented with hopes of employee empowerment. Through in-depth interviews, we illustrate how the engineers' presumptions for individual competence development are often at odds with the requirements of performing in the context of their organization.This is while, the agile management processes have famously accommodated the engineers with high levels of freedom to engage in their personal interest areas and to continue learning in that direction. Towards the end, we argue that, although closely entangled, employees' 'competence' and 'performance' refer to distinct grounds.By distinguishing the two terminologies, we aim at voicing both the employees' concerns with developing their competence, as well as the managerial consideration to obtain "competent" performance. Our study contributes to both the management literature on competence at work, as well as studies of workplace learning.
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| 10. |
- Bernhard, Iréne, 1953-, et al.
(författare)
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Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle
- 2018
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Ingår i: INTED 2018. - : INTED. - 9788469794807 ; , s. 5509-5515
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Konferensbidrag (refereegranskat)abstract
- Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (3rd cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.
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