| 1. |
- Dahlgren, Lars-Ove, 1946-, et al.
(författare)
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Students as Journeymen between Cultures of Higher Education and Work : A Comparative European Project on the Transition from Higher Education to Work Life
- 2007
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Ingår i: Higher Education in Europe. - 0379-7724 .- 1469-8358. ; 32:4, s. 305-316
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses the feasibility of higher education in relationship to the demands of work life. The research is a comparative study involving four European countries: Sweden, Norway, Poland, and Germany. The research focuses on the view of freshmen, senior students and later graduates within Psychology and Political Science. Data is built up by semi-structured interviews, which have been subjected to qualitative analyses. The results indicate that higher education, with some exceptions, seems to produce a discipline-based identity among the students. These findings may be indicative of the value for employability of also classical academic generic skills.
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| 2. |
- Husu, Liisa, 1953-
(författare)
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Gender Discrimination in the Promised Land of Gender Equality
- 2000
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Ingår i: Higher Education in Europe. - : Informa UK Limited. - 0379-7724 .- 1469-8358. ; 25:2, s. 221-228
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Tidskriftsartikel (refereegranskat)abstract
- For many years, Finland has been known as a country that promotes gender equality in all walks of life, particularly in the domain of higher education. Yet here, too, women academics encounter the glass ceiling and subtle forms of gender discrimination. In particular, the author cites the practice of filling professorships by invitation rather than by open competition as one that discriminates against women. It seems that the Finnish gender equality law of 1987, although certainly well intentioned, fails to provide for appropriate sanctions for poor compliance.
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| 3. |
- Löfgren, Kent, 1966-
(författare)
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Adaptation and adjustment : A theory of the introduction of international grading schemes in higher education
- 2007
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Ingår i: Higher Education in Europe. - : Informa UK Limited. - 0379-7724 .- 1469-8358. ; 32:2/3, s. 163-172
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Tidskriftsartikel (refereegranskat)abstract
- This study is about the introduction of an international grading scheme from the perspective of the educational providers, with the aim of creating a theory that accounts for their problems and actions. Interview data was collected from two institutions in a country participating in the Bologna Process. The results show that the educational providers are faced with a number of concerns and that they address these concerns by adaptation and adjustment. These two core processes are complemented by five additional processes: information seeking, trusting, safeguarding, problem-solving, and evaluation.
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| 4. |
- Bondestam, Fredrik
(författare)
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Signing up for the status quo? : Semiological analyses of sexual harassment in higher education - a Swedish example
- 2004
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Ingår i: Higher Education in Europe. - 0379-7724. ; XXIX:1, s. 133-146
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the effects of certain discourses on sexual harassment in a Swedish higher education setting. Using a semiological perspective the notions of existence, range, prevention and stability are analysed in order to demonstrate the way they aim at signifying a limited and, from a bureaucratic point of view, legitimate reality of sexual harassment. The empirical material partly consists of public policies, legal documents and research reports on sexual harassment in higher education, and partly of fourteen semi-structured interviews with equal opportunities practitioners responsible for implementing equality legislation at a Swedish university.Theoretically, this text presents a semiological view on the construction of sexual harassment in public texts and ordinary speech by analysing the use of language and the internal and external relations of signs. By focusing simultaneously on the stable and variable aspects of the sign, interpretations of the specific notions of limitation, variability and experience are put forward as critical tools aimed at changing normative views on sexual harassment.
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