| 1. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Mediated and Situated Engineering Education
- 2014
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Ingår i: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014. - Cheasapeake, VA : Association for the Advancement of Computing in Education. ; , s. 810-817
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Konferensbidrag (refereegranskat)abstract
- This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers`experiences entering educational situations that forces them towards new modes of teaching as well as towards a closer collaboration with the industry engineering professional practice. The study addresses challenges crucial for engineering teachers to master when designing e-learning courses that manufacturing industry needs. In the paper we highlight how teachers’perspectives effect the design of work-integrated e-learning courses. In particular we investigate how teacher express their ideas regarding the transition of campus courses into work-integrated e-learning courses as a new teaching situation. Findings show that teachers are content experts in the engineering knowledge field but lack experiences and support for design of e-learning courses.
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| 2. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Aspects of Knowledge Transformation in Industry-Union-University Collaborations : A study of Work-integrated e-Learning courses target Norwegian industry
- 2018
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Ingår i: VILÄR Abstraktbok. - Trollhättan : Högskolan Väst. - 9789187531460 - 9789187531477 ; , s. 10-10
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.
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| 3. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Reviewing human-centric themes in intelligent manufacturing research
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 125-127
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the era of Industry 4.0, emergent digital technologies generate profound transformations in the industry toward developing intelligent manufacturing. The technologies included in Industry 4.0 are expected to bring new perspectives to the industry on how manufacturing can integrate new solutions to get maximum output with minimum resource utilization (Kamble et al., 2018). Industry 4.0 technologies create a great impact on production systems and processes, however, affect organizational structures and working life conditions by disrupting employees’ everyday practices and knowledge, in which competence and learning, human interaction, and organizational structures are key. Hence, new digital solutions need to be integrated with work and learning to generate more holistic and sustainable businesses (Carlsson et al., 2021).The core Industry 4.0 technologies are built on cyber-physical systems (CPS), cloud computing, and the Internet of things (IoT) (Kagermann et al., 2013; Zhou et al., 2018). In recent years, an array of additional technologies has been developed further, such as artificial intelligence (AI), big data analytics, augmented and virtual reality (AR/VR), cyber security, robotics, and automation. Industry 4.0 aims to create a potential for faster delivery times, more efficient and automated processes, higher quality, and customized products (Zheng et al., 2021). Hence, the ongoing transformation through the technological shift of production in combination with market demands pushes the industry and its production process.Recent research has substantially contributed to an increased understanding of the technological aspects of Industry 4.0. However, the utilization of technologies is only a part of the complex puzzle making up Industry 4.0 (Kagermann et al., 2013; Zheng et al., 2021). The impact Industry 4.0 technologies and application s have on the industrial context also changes and disrupts existing and traditional work practices (Taylor et al., 2020), management and leadership (Saucedo-Martínez et al., 2018), learning and skills (Tvenge & Martinsen, 2018), and education (Das et al., 2020). This research has shown a growing interest in human-centric aspects of Industry 4.0 (Nahavandi, 2019), i.e., the transformative effects Industry 4.0 has on humans, workplace design, organizational routines, skills, learning, etc. However, these aspects are scarcely considered in-depth. Given this, and from a holistic point of view, there is a need to understand intelligent manufacturing practice from a human-centric perspective, where issues of work practices and learning are integrated, herein refe rred to as industrial work-integrated learning. I-WIL is a research area that particularly pays attention to knowledge production and learning capabilities related to use and development when technology and humans co -exist in industrial work settings (Shahlaei & Lundh Snis, 2022). Even if Industry 4.0 still is relevant for continuous development, a complementary Industry 5.0 has arisen to provide efficiency and productivity as the sole goals to reinforce a sustainable, human-centric, and resilient manufacturing industry (Breque et al., 2021; Nahavandi, 2019).Given this situation, the research question addressed here is: How does state-of-the-art research of Industry 4.0 technologies and applications consider human-centric aspects? A systematic literature review was conducted aiming to identify a future research agenda that emphasizes human-centric aspects of intelligent manufacturing, that will contribute to the field of manufacturing research and practices. This question was based on very few systematic literature reviews, considering Industry 4.0 research incorporating human -centric aspects for developing intelligent manufacturing (Kamble et al., 2018; Zheng et al., 2021). The literature review study was structured by the design of Xiao and Watson’s (2019) methodology consisting of the steps 1) Initial corpus creation, 2) Finalizing corpus, and 3) Analyzing corpus, and we also used a bibliometric approach throughout the search process (Glänzel & Schoepflin, 1999). The keyword selection was categorized into three groups of search terms, “industry 4.0”, “manufacturing”, and “artificial intelligence”, see figure 1. (Not included here)Articles were collected from the meta -databases EBSCOhost, Scopus, Eric, and the database AIS, to quantify the presence of human-centric or human-involved AI approaches in recent manufacturing research. A total of 999 scientific articles were collected and clustered based on a list of application areas to investigate if there is a difference between various areas in which artificial intelligence is used. The application areas are decision -making, digital twin, flexible automation, platformization, predictive maintenance, predictive quality, process optimization, production planning, and quality assessment.Throughout the review process, only articles that included both AI and human -centric aspects were screened and categorized. The final corpus included 386 articles of which only 93 articles were identified as human -centric. These articles were categorized into three themes: 1) organizational change, 2) competence and learning, and 3) human-automation interaction. Theme 1 articles related mostly to the application areas of flexible automation (11), production planning (9), and predictive maintenance (5). Theme 2 concerned the application areas of production planning and quality assessment (7), and process optimization (7).Finally, theme 3 mainly focused on flexible automation (10), digital twin (3), and platformization (3). The rest of the corpus only consisted of one or two articles in related application areas. To conclude, only a few articles were found that reinforce human -centric themes for Industry 4.0 implementations. The literature review identified obstacles and opportu nities that affect manufacturing organizations to reap the benefits of Industry 4.0. Hence, I-WIL is proposed as a research area to inform a new research agenda that captures human and technological integration of Industry 4.0 and to further illuminate human-centric aspects and themes for future sustainable intelligent manufacturing.
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| 4. |
- Hattinger, Monika, 1969-
(författare)
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University-Industry Collaboration : From contradictions to transformations in work-integrated e-learning practices
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 130-131
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The manufacturing industry is constantly facing hard times employing key expertise to deploy a digital transformation of Industry 4.0 enabling technologies and applications (Lasi et al., 2014). Challenges of increased industrial digitalization pressure the industry to expand professionals’ future knowledge to be capable of new production systems, virtual manufacturing, and digital services. This requires new types of knowledge applicable to transformative work practices and for future adaptation (Ford, 2015). Becoming a competent expert for an entire working life tends to be harder for today’s professionals because of digital disruptions (Belski et al., 2016; Susskind & Susskind, 2015), and therefore they continuously need to seek new knowledge and learning as integrated part of work combined with new theoretical knowledge through academic studies in higher education. Competence development through university-industry collaboration (UIC), is a vehicle for asserting high-technological change and innovative capacities (Ankrah & Tabba, 2015; Sjöö & Hellström, 2019). Specifically, university tailormade courses that enhance the co-construction of knowledge and develop professionals’ learning and skills to augment the industrial business demands in the context of Industry 4.0 (Abelha et al., 2020). However, there seems to be a dual situation with the industry effectiveness pressure on the one hand, and the blended competence development opportunities offered by the university, on the other. This situation raises challenges with the different stakeholders’ perspectives of inter-organizational collaboration that presumes productive development. Colliding interests and conflicts on different systemic levels may occur, and inter-organizational collaborations may not per se cause benefits and learning, but rather needs to be analyzed through their inner contradictions a s power for change. Contradictions, however, are systemic, embedded in history, developing over time, and cannot be studied directly. Hence, in this study contradictions on various levels are explored, as a power for change (Engeström & Sannino, 2010;2011). Included contradictions are those manifested by the professionals in UIC and intra-organizational situations within the industry organizations. Also, contradictions concerning the professionals’ own motivation for learning related to the industry competence demands and the management’s lack of, or support for such learning initiatives. Hence, the analytical lens is the industry professionals’ knowledge construction that emerges in a work-integrated e-learning (e-WIL) practice of UIC to sustain resilient interorganizational collaboration through UIC (Hattinger & Eriksson, 2020). The study is conducted within a competence development program of short academic courses targeting industry professionals’ knowledge needs, to strengthen individual learning and co-construction of knowledge with the prospect of generating organizational transformations, i.e., the professionals’ knowledge generation in a trajectory growing from participants’ discursive manifestation of contradictions, actionable solutions towards tra nsformations. Such knowledge generation tends to be temporary, riddled with problems and conflicts, therefore, it is argued to identify systemic contradictions to be used as energizing forces and triggers for development and change (Engeström & Sannino, 20 10; 2011). With the perspectives of professionals’ motives, interactions, and experiences, the aim is to grasp inner tensions between different perspectives to reach the kernel of potential future expansive transformations, i.e., the professionals’ views concerning the industry objectives, the learning trajectory of engineering subjects, and the e -learning course design. Given this, the first research question asked is: What kinds of discursive manifestations of contradictions do industry professionals experience as inner learning motives of competence development for organizational purposes?To further the understanding of how professionals assert knowledge to generate actionable solutions, the second question asked is: How are these manifestations negotiated, and turned into actionable solutions and potentially expansive transformations? MethodThe questions investigate the professionals’ experiences of their course participation and knowledge construction on a micro-level using the cultural-historical activity theory, CHAT, (Engeström & Sannino, 2010). Engeström and Sannino (2011) have developed a methodological framework that analyzes contradictions through their discursive manifestations. Contradictions do not speak for themselves, rather they become recognized through people’s articulation of tensions and dilemmas. It is through their discursive manifestations during conversations and actions that they are made visible (Engeström & Sannino, 2011).Data from a longitudinal e-WIL project was collected for three years and consisted of twelve focus group sessions comprising a total of 119 professionals in 15 industry companies. The professionals participated in e -learning courses designed with pedagogy that stimulate work-integrated learning covering knowledge needs such as industrial automation and machine security in robotics, negotiation skills, and machining. A comprehensive analysis of the discursive manifestation of contradictions implies a transition into actionable (possible) solutions toward expansive transformations. The three steps analysis became a powerful approach for grasping learning insights between professionals and understanding the effects of e-learning design and co-construction of knowledge on a systemic level. Results and contributionDiscursive manifestations of contractions occurred on different levels, concerning the dual situation of the industry effectiveness pressure on the one hand, and the e-WIL course opportunity offered by the university, on the other. The most critical conflict was the lack of industry companies’ maturity to support professionals’ time and performance related to individual professional career paths that will trigger future expansive transformations. However, the professionals described actionable solutions to many of the defined dilemmas, concerning practical e-learning design problems, which were easy to overcome. With the concepts of manifestations of contradictions, actionable solutions, and expansive transformations, we have increased our understanding of knowledge and problem-solving processes emerging in UIC networks with many different stakeholders. The article contributes to a developed approach for analyzing discursive manifestations of contradictions toward expansive transformations in workplace practices. It also contributes to empirical findings of inter-organizational collaborations through an innovative work-integrated e-learning context.
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| 5. |
- 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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| 6. |
- Sülau, Andréas, et al.
(författare)
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Komplex matchning av kompetensutvecklingsbehov inom digitalisering och hållbar utveckling: En kartläggning av industriföretag i Västsverige
- 2021
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Ingår i: VILÄR. - 9788409345496 ; , s. 13-14
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Med allt högre krav på ett hållbart samhälle ökar behoven av en snabb och innovativ produktion med högteknologiska lösningar och ökad kompetens för att möta framtidens digitala transformation. Industrin står därmed inför stora behov av kompetens och tillgång till akademisk spjutspetsutbildning i flexibla former. Kraven på en effektiv produktion efterfrågar nya kunskaper inom områdena, produktionsteknik, digital produktion (I4.0), elektrifiering men även hållbart ledarskap. Det gäller både tekniska djupkunskaper och hur organisationen kan tar tillvara interdisciplinära kunskaper för att möjliggöra tekniklösningar för en hållbar industri. Studier visar dock en diskrepans mellan företagens förmåga att definiera kompetensbehov och akademins svårigheter att möta rätt nivå och innehåll. I Västsvenska handelskammarens rapport framgår det generellt att utbildningssystemet inte är anpassat för yrkesverksamma i näringslivet. Matchningsproblematiken mellan industri-akademi är mångfacetterad och det finns skillnader avseende definition av ämnesinnehåll, flexibla kursformer, organisationskultur, etc. Forskning visar att arbetsplatser efterfrågar både procedurkunskap (veta hur) för rutinbaserade och repetitiva uppgifter och konceptuell kunskap (veta att), som bygger på djupförståelse.Studiens syfte är att synliggöra industrins perspektiv på kompetensmatchning och den utgår ifrån en behovsinventering genomförd under 2021, i projektet ExSus, Hållbar och digitaliserad produktion, vid Högskolan Väst. 15 teknikchefer inom större SMF-företag intervjuades (konsult- och tillverkningsindustri) om kompetensbehov och utmaningar med digitalisering och hållbar produktion. Resultaten är mångfacetterade och visar behov av specifik och omedelbar kunskap, medan andra efterfrågar generellt lärande om Industri 4.0 (maskinlärande, sakernas internet, sensorteknik mm). Vidare finns det behov av AI (Artificiell Intelligens), fast man upplever problem med applicering. Allt fler efterfrågar kunskap utifrån ett organisations- och ledningsperspektiv, för generell förståelse, samt användning och nytta med teknologiutvecklingen, exempelvis överbryggningsutbildningar inom AI, maskinlärande och hållbar produktion i praktiken. Några efterlyser tydligare kommunikation och större samordning mellan utbildningsaktörer. Högskolan Västs nya projekt ExSus och tidigare kompetensutvecklingsprojekt, t ex ProdEx visar dock lyckade satsningar. Sammantaget finns det fortfarande ett glapp mellan akademins excellens och företagens behov av djupkunskap utifrån ett flexibelt och arbetsintegrerat lärande. Detta talar för kontinuerlig kompetensmatchning för att skapa synergier, tvärvetenskaplighet och ökad samproduktion mellan industri och akademi
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| 7. |
- Carlsson, Linnea
(författare)
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Social Aspects of Strategizing Industrial Digitalization
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to contribute to understanding how contemporary Swedish manufacturing organizations can strategize industrial digitalization with an emerging focus on social aspects. It complements earlier research by highlighting Swedish manufacturing organizations as they stand at the intersection of Industry 4.0 and Industry 5.0.The thesis is a longitudinal case study of interviews and focus groups between early 2019 and spring 2023. The case study follows an explorative approach to give texture to industrial digitalization and to understand the social aspects of strategizing industrial digitalization. It is limited to the Swedish context and the characteristics of original equipment manufacturers.The thesis contributes by texturizing industrial digitalization through three social aspects, which are argued to be a way for manufacturing organizations to give shape to industrial digitalization. The social aspects elaborated on and presented in this thesis are: to look beyond digital technologies, to formalize a shared understanding, and to transcend organizational structures. These social aspects are thematic but also interlinked. Together, these social aspects bring insights into how managers can guide the organizational capabilities to ensure synergy between an organization’s actions and objectives when strategizing industrial digitalization. Strategizing industrial digitalization should, therefore, be texturized by each organization to define and redefine its organizational capabilities. This means each organization's social aspects are unique, making the manufacturing organizations' capabilities unique.
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| 8. |
- Eriksson, Kristina M., 1976-, et al.
(författare)
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Participants Perspectives and Results from Competence Development Courses for Industrial Work Integrated Learning
- 2019
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Ingår i: VILÄR 5-6 december 2019, University West, Trollhättan. - Trollhättan : University West. ; , s. 7-8
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a work practice of constant implementation of new manufacturing processes, competence development becomes crucial for practitioners within engineering fields such as production systems, additive manufacturing, industry 4.0 and machine learning. Industrial work is transforming and practitioners constantly need to learn both integrated in work practice and through flexible education.Given this, the purpose of this study is to analyse how participants engage in a unique initiative where courses targeting competence development for manufacturing industry have been co-constructed between one university and a network of companies. The longitudinal initiative (2013-ongoing) focus industry knowledge needs and e-learning design aiming for industrial work integrated learning. Over time a course format of five-week flexible e-learning courses of 2.5 ECTS, on master level, has evolved, and 30 courses within e.g. robotics, additive manufacturing and industrial digitalization, have been designed.The uniqueness lies in the opportunities continuously taken for co-construction of course design throughout and this has brought about a combination of different practices for collaboration between academia and industry. Course participants perspectives are specifically explored through focus group studies and a questionnaire survey. Between 2014 and spring 2019 a total of 367 participants took part in focus group sessions at the end of each course instance. The questionnaire was distributed in spring 2019 to 638 individuals and the response rate was 12% (77 respondents) of which 56 had completed one or more courses. While the response rate of the questionnaire is low, results confirm the findings from the focus group studies and indicates new aspects for further study.Outcomes from the focus groups show that practitioners feel that their own motives for learning are key for course participation. This is corroborated by the questionnaire results where 79% say they apply for the courses with ambition to study built on their own desire. The flexible e-learning format including virtual laboratories, web-conferencing and practical cases, is essential when combining full time work with competence development. This coupled with 89% of the questionnaire respondents finding the course content useful in relation to their own work, indicates the uniqueness of the initiative. Challenges persisting are the university's lack of capacity to swiftly respond to companies' skills needs and the nurture and development of the growing network that requires continued coordination. However, participants perspectives reveal the potential of how to empower co-construction of knowledge for industrial work integrated learning.
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| 9. |
- Griva, Anastasia, et al.
(författare)
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Making space for time : Strategies for the design of time‐aware hybrid work
- 2024
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Ingår i: Information Systems Journal. - 1350-1917 .- 1365-2575.
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Tidskriftsartikel (refereegranskat)abstract
- Time is central to many debates about hybrid work - the impact on speed and productivity, commute times, and synchronisation of work. However, we argue that time is often over-simplified in extant hybrid work literature and tends to ignore many temporal concepts that capture the inherently complex, multifaceted, subtle, and socially embedded nature of time.To address this issue, we conducted studies of five hybrid work teams across two large organisations. The paper contributes to current research on hybrid work by (i) illustrating the various temporal concepts that may be considered in the design of hybrid work environments, as well as the impact of considering or not considering them; (ii) illustrating how these temporal concepts in a physical space can be augmented in the digital space, rather than assuming the digital space should simply represent the physical; and (iii) providing a framework for the consideration of time–aware hybrid work. We hope to spark scientific interest in studying the temporal nuances of hybrid work but also the temporal aspects of design in other areas.
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| 10. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Action design research : Design of e-WIL for the manufacturing industry
- 2015
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Ingår i: 2015 Americas Conference on Information Systems, AMCIS 2015. - : Americas Conference on Information Systems. ; , s. 1-14
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a design process of e-learning courses for competence development of experienced employees in the manufacturing industry. Through a crossorganizational collaborative action design research project the aim was to design e-learning courses at university level to support work-integrated learning. Two designand learning cycles were evaluated over two years. The first cycle identified challenges that were applied to a pilot course in Industrial automation. From evaluation of this course we derived design principles applied to two further courses in Machining and Negotiation skills. The results from our empirical data suggest general principles as competence mapping work, collaborative manufacturing e-WIL cases and interactive learning technologies for design of e-WIL courses as boundary crossing activities to reach transformative learning integrated in the manufacturing industry.
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