| 1. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Authenticity work in higher education learning environments: a double-edged sword?
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 84, s. 67-84
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Tidskriftsartikel (refereegranskat)abstract
- Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term “authenticity work” to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments.
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| 2. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 3. |
- Ou, Wanyu, 1992, et al.
(författare)
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‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era
- 2023
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Ingår i: Journal of Multilingual and Multicultural Development. - 0143-4632. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are essential features of spatial repertoires for academic communication, and how they cooperate with and mediate students’ personal repertoires to accomplish interactive learning tasks in EMI contexts. The study also highlights how digital diversity in EMI causes a ‘digital divide’, potentially impacting power relations among students. These findings underline the importance of acknowledging the communicative value of digital materiality and negotiating difference and normativity for intercultural academic communication in EMI.
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| 4. |
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Negotiating the Intersections of Writing and Writing Instruction
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book collects a selection of studies from the 10th conference of the European Association for the Teaching of Academic Writing (EATAW). Under the theme ‘Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality’, the book includes studies problematizing technology, exploring supervision and writing processes, navigating administrative contexts, and negotiating the translingual context of EATAW.
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| 5. |
- Ekman, Karin, 1971, et al.
(författare)
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Enabling interaction and engagement to pursue behaviour change in Citizen Science initiatives
- 2019
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Ingår i: CitSci2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Some Citizen Science (CS) initiatives wish to contribute to behavioural change, e.g. transformative lifestyle changes and community or civic action (Shirk et al., 2012; Phillips et al., 2018). At the same time, social media give individuals the opportunity to find others seeking the same common goals and to mobilize support or movement against injustices or for policy change as collective action. The collective action space model (Flannigan et al, 2006) focus on modes of interaction and engagement when describing how collective action is emerging and how it varies with new possibilities of engagement. Using personal interaction and entrepreneurial engagement to promote action, in this case as behavioural change, is well in line with the findings by e.g. Jordan et al. (2011) and Ballard and Belsky (2010). By applying contemporary CS frameworks on participation and outcomes combined with research on collective action, we examine how an environmental monitoring and internet-of-things project with public and private partners is reasoning about activities and potential behavioural outcomes. We used qualitative methods to study the planning of passive environmental sensing of particulate matter through citizen science practices. Data was collected through participant observation and transcripts of recorded meetings were analyzed using thematic analysis. Preliminary findings on participant activity in the associated social media community were also used. In this study, we demonstrate how project members reason about interactions, engagement and behavioural outcomes (as defined by Phillips et al., 2018)in the planning process. The project goals are to be a testbed for sensors and to contribute to better public health through informed decisions and changing everyday travel behaviours. We describe how the project is organizing for having a relationship with the participants through a written agreement to achieve desired outcomes and impacts. They talk about e.g. data quality, protocols and are also preparing for participants acting in their community on elevated levels of particulate matter. The activities and outputs of the project are strictly technical and do not promote behavioural change. Still, the use of a social media community could open up for participants to interact and engage further, but we found that the participants only engaged in line with the activities promoted by the project (e.g organizing own workshops to build more sensors and engaging in peer support). Little to no evidence of transformative lifestyle changes or community or civic action was found. We discuss these findings in relation to contemporary frameworks by examining how the expected participant interactions and engagement align with the behavioural outcomes discussed when planning the project. Since participants do not seem to act outside of what is afforded them by the project, we argue that the activities designed by projects need to promote behavioural change in order for the participants to take positive action accordingly (other than protocol activities or the like). We suggest that there is a need to define and elaborate on expected participant interactions and engagement in the careful planning and monitoring of behavioural outcomes in order to enhance the possibilities to reach them.
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| 6. |
- Bergman, Becky, 1970, et al.
(författare)
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Individual experiences of intercultural group work in engineering education over time: beyond 'home' and 'international' labels
- 2023
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 48:1, s. 143-156
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Tidskriftsartikel (refereegranskat)abstract
- Intercultural group work (IGW), where students from different nationalities work together, is one important way to develop intercultural competence, a key skill for engineering students. This longitudinal, qualitative study of five master's engineering students follows their individual experiences in IGW and the affordances and challenges this way of working provides. In particular, the study problematises the use of the terms 'home' and 'international', often used to differentiate student experiences in IGW, by highlighting the range of student backgrounds and experiences which can be encompassed within them. The results show that the students' self-positioning in their group and their sense of belonging to it are affected by a range of factors including previous experience, the nature of the group work and personal aspects such as openness and adaptability. In addition, belonging to the group can be a transient process influenced in part by critical incidents during the group work process.
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| 7. |
- Eriksson, Andreas, 1973, et al.
(författare)
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Sustainable Writing Support: A Campus-wide Module to Support Bachelor Thesis Writing at a University of Technology
- 2021
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Ingår i: Educare - vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :1, s. 9-26
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Tidskriftsartikel (refereegranskat)abstract
- Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic and discipline-specific writing. It may also be difficult to align such support with principles associated with effective learning. In this paper, we present the design of the bachelor thesis writing support for students at a university of technology. The support is delivered by a communication division and reaches approximately 900 students each year. The paper describes the principles guiding the design and use results from a student survey to illuminate the challenges and affordances of the approach. The survey results show that students appreciate the module and its focus on dialogic feedback, student engagement and student activity. Our results also show that one of the challenges for some students is to negotiate advice from multiple sources, primarily content supervisors and writing staff. Despite such challenges, the design is an example of a sustainable, large-scale writing module based on research on feedback and learning.
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| 8. |
- Gabrielli, Annamaria, 1975
(författare)
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Standardising Maritime English Training And Assessment through International Coordination of Content-Based Instruction
- 2016
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Ingår i: Scripta Manent. - 1854-2042. ; 10:2, s. 52-62
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Tidskriftsartikel (refereegranskat)abstract
- The current provisions of the International Maritime Organization (IMO) Standards of Training, Certification and Watchkeeping (STCW Manila; IMO, 2010) for language proficiency and communication skills require standard levels for cadets’ communication skills worldwide, but do not suggest how to coordinate standardised Maritime English (ME) training and assessment across the globe in order to consistently meet these requirements. The responsibility for globally standardised assessment of cadet ME skills at Maritime Education and Training (MET) institutions around the world is therefore shouldered by the trainers only. This inevitably leads to differences in local interpretations of the ME standards. The central interest of the International Maritime Lecturers Association (IMLA) and the International Maritime English Conference (IMEC) is therefore to develop consistent assessment methods for cadets’ ME skills, which can be implemented worldwide. This paper explores current ME training practice worldwide, and suggests cross-curricular, content-based instruction as a solution for globally unified and coordinated standards of ME skills assessment.
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| 9. |
- Hagvall Svensson, Oskar, 1990
(författare)
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Exploring Students’ Transition into Experiential Entrepreneurship Education: Challenges and Learning
- 2018
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Ingår i: 3E Conference Proceedings. ; 2018
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Konferensbidrag (refereegranskat)abstract
- Questions we care about: Experiential entrepreneurship education (EEE) is offered to an increasing spectrum of students, with a growing need to cater to more and more diverse backgrounds. While this provides opportunity for universities to contribute to entrepreneurial competences among graduates, the teaching format associated with EEE interventions poses many challenges for the learner. The nature of these challenges and how they relate to students’ learning processes in EEE is not well-known. Accordingly, the paper poses the following questions: What challenges do students face in transitioning into EEE? How do these challenges relate to students’ process of developing an understanding of how to take on learning in EEE? Approach: The paper draws on social cognitive theory and previous work on learning in constructivist learning environments to propose a framework for studying students’ transition into EEE as a process of (re-)constructing their expectations on curricular learning from entrepreneurial experience. Further, the dynamics of such a process is investigated through a qualitative case study of a project-based course in which students worked in teams towards generating, developing and validating business ideas through real customer interaction. Data was collected mainly through reflective assignments and retrospective interviews, and analyzed through a general inductive approach. Results: Four critical learning cycles relating to perceived challenges was identified as students starting to engage in the course: coming up with an idea, engaging externals actors, pivoting and managing openness. These challenges seemed to be overcome as students gained new experience, re-shaping their expectations of the nature and purpose of such activities. Implications: Acknowledging students’ transition into EEE as a dual process of re-shaping students’ ways of organizing their competences in relation to entrepreneurial processes and curricular activities opens for further investigations into the nature of challenges and learning processes when new students are coming into EEE. Moreover, the study highlights how scaffolded integration of entrepreneurial experience into curricular activities can challenge students’ habitual roles and certain pre-conceptions of entrepreneurial processes. Value/Originality: Through investigating challenges as students starts to engage in EEE, the study contributes to unveiling the dynamics of transitioning into such learning environments.
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| 10. |
- Hagvall Svensson, Oskar, 1990
(författare)
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What's wrong with engineering education? Comparing and combining a teaching-problematization and a culture-problematization
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- While much has been said about what is wrong with engineering education, the assumptions we make when talking about its problems often remain hidden. One particularly common implicit assumption is that inadequate teaching is the primary antecedent of educational problems. Following such a problematization, efforts to improve engineering education have often centered on developing and spreading better teaching methods. In recent years, however, an alternative assumption has been proposed, locating problems in the culture of engineering education rather than in educational designs. In line with such a problematization, research and reform tasks are significantly broadened. In this thesis, I interrogate these alternative problematizations and the research that draws on them. I present my own work in two parts, building on case studies and fieldwork. The first part comprises two papers focused on evaluating the pedagogical possibilities of teaching methods positioned as better preparing students for professional practice. The second part comprises three papers focused on how cultural processes facilitate and constrain educational outcomes. Taken together, the findings illustrate how both teaching methods and cultural processes may serve as barriers to engineering learning, suggesting that researchers and educators alike may do well to combine a focus on teaching with a focus on culture when attending to educational problems. Furthermore, the findings also illustrate that although educational development usually involves making prioritizations between competing educational objectives, value-judgements risk being obscured in talk of educational problems. As such, educators and researchers alike need to develop an aptitude for values-clarification as they take on questions of educational development. In light of these findings, I argue that there is dual value in adopting a vocabulary of cultural analysis when talking about what is wrong with engineering education. First, such a vocabulary may help to identify leverage points for educational development that otherwise may remain unexplored. Second, such a vocabulary may contribute to talk of educational development becoming more open to critical deliberation.
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