| 1. |
- Ahlberg, Anders, et al.
(författare)
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Courses for doctoral supervisors – an arena for learning and development (keynote presentation, abstract)
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this session, we will describe how Lund University’s courses for doctoral supervisors have evolved over time and how they have been key for learning and development on the individual, collective and organisational level. The courses provide a unique arena that allows supervisors to share and investigate experiences, practices and circumstances that normally are hidden, sometimes deep within departments and research groups. Course participants’ investigations are used and developed further in subsequent courses and enduring patterns have provided starting points for the course facilitators’ own research. As a result, a cumulative and highly contextualised body of knowledge has materialised and over time replaced much of the traditional “generic” content. In parallel, local and national networks and conferences on doctoral supervision have emerged, and both course participants and facilitators have published their research. In some instances, supervisor courses have become deeply integrated with doctoral education, quality work and faculty strategies. Additional Information
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| 2. |
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| 3. |
- Ahlberg, Anders, et al.
(författare)
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Institutional promotion of doctoral supervision and research quality
- 2009
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Konferensbidrag (refereegranskat)abstract
- In our experience, doctoral supervision seminars and training (and associated literature) focus the supervisor-student relationship to an extent largely leaving aspects of learning, enculturation and subject discipline aside. In 2006-2008 we therefore developed and implemented a 3-week programme compulsory for new primary research supervisors (docent degree) with a wider scope, at the faculties Engineering and Natural Sciences, Lund University, Sweden. The programme include • Social and legal dimensions of the student-supervisor relationship; where participants share experienced accounts of supervisor-student situations. These were documented and analysed with respect to selected models of social theory. • Self-analysis of participants´ written accounts of their research principles and practices, and aspects of research creativity (philosophy of science) • Participant development of discipline-specific doctoral student learning activities.• Project management principles and practice, research career analysis• Research presentation and research situation feedback skills. The framework aims to develop participants´ integrated meta-perspective on their research and supervisor situation, to increase chances of successful doctoral projects and increase long-term research creativity. The programme (five participant groups of 15-20 participants each 2006-2008) has received supportive participant reactions indicating valuable conceptual change (although some were provoked during self-analysis of their academic practice). The programme will be followed up by alumni focus group interviews three years after programme completion (this fall) in order to understand long-term effects on academic behaviour.
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| 4. |
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| 5. |
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| 6. |
- Bengtsen, Søren, et al.
(författare)
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The Nordic doctorate at a crossroads between Bildung, schoolification and projectification
- 2019
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Ingår i: ; , s. 86-86
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Konferensbidrag (refereegranskat)abstract
- The Nordic doctorate has its roots in the Germanic Bildung-tradition, with a decentralised and discipline-oriented curriculum, local and individualised leadership and autonomous supervisors. Currently, the Nordic doctorate has arrived at a crossroads where it is pulled in two different directions. The first characterised by formalisation and centralised Graduate Schools with study directors, middle-management and educational bureaucracy, and an increasingly generic curriculum. The second characterised by the projectification of academic work through new modes of governance on national and EU-level. The double pull threatens to create a ‘torn curriculum’, where curricular planning, formal requirements, and supervision and community support are not aligned, which confuses and fragments the learning journey and the PhD-degree. We argue that a new way is needed, which lies not in choosing either tradition, but to form a societally oriented, community anchored, and at the same time highly specialised and research-driven doctorate.
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| 7. |
- Brodin, Eva, et al.
(författare)
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Sweden
- 2021. - 1
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Ingår i: The Making of Doctoral Supervisors : International Case Studies of Practice - International Case Studies of Practice. - 9780367224332 ; , s. 164-174
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Bokkapitel (refereegranskat)
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| 8. |
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| 9. |
- Moubah, Reda, et al.
(författare)
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Origin of the anomalous temperature dependence of coercivity in soft ferromagnets
- 2014
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Ingår i: Journal of Applied Physics. - : AIP Publishing. - 0021-8979 .- 1089-7550. ; 116:5
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Tidskriftsartikel (refereegranskat)abstract
- We report on the origin of the anomalous temperature dependence of coercivity observed in some soft ferromagnets by studying the magnetic and electronic properties of FeZr films doped using ion implantation by H, He, B, C, and N. The anomalous increase of the coercivity with temperature was observed only in the C- and B-doped samples. Using x-ray photoelectron spectroscopy, we show that the anomalous behavior of the coercivity coincides with the occurrence of an electron charge transfer for those implanted samples. The origin of the anomaly is discussed in terms of (i) magnetic softness, (ii) nature of the Fe-C and -B covalent bonds, and (iii) large charge transfer.
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| 10. |
- Sonesson, Anders, et al.
(författare)
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Adding dimensions to research student learning and research supervision
- 2009
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Konferensbidrag (refereegranskat)abstract
- Research student learning and supervision has become an increasing concern for many stakeholders inside and outside the universities. As a result, universities are in different ways trying to enhance doctoral education, often through activities aimed at research supervisors.In this paper we claim that research supervision and its relation to research student learning is poorly conceptualised in university discourse in general and in much popular literature on the topic. A too narrow or incomplete conception could lead to enhancing activities failing to do good, consuming time and money as well as goodwill. It could also actively reinforce conceptions and practices that are counterproductive for research student learning, and for research. We will begin by criticising the popular but in our view incomplete conception of doctoral studies as an academic apprenticeship with its notions of a dyadic expert-novice relationship between supervisor and student, and of learning from immersion in practise. Instead we present an emerging model for research learning anchored in Dall’Alba and Sandberg’s theory for professional development. The model is comprised of three interdependent and overlapping dimensions of learning: skills development through experience of practice; understanding of, and in, practice; and meta-knowledge. From this model we then draw implications for supervision, supervisor skills, and for practice. We will then turn to our experiences from discussions with more than two hundred research supervisors on a two-day workshop on supervision, and compare common descriptions of research supervision and practices with the above model and its implications.On basis of our findings, we will finally propose some strategies for enhancement of research learning and supervision.
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