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- Mellén, Johanna, et al.
(författare)
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Nu brister bubblan i den svenska lärarutbildningen
- 2023
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Annan publikation (populärvet., debatt m.m.)abstract
- DN DEBATT 9/10.Antalet studenter som vill bli lärare sjunker. Alla tycks vara överens om att det beror på dålig kvalitet på lärarutbildningarna. Men då missar man ett grundläggande faktum: det finns färre unga vuxna än för tio år sedan. De studenter vi så förtvivlat söker existerar inte, och nu hotas lärarutbildningarnas kvalitet på riktigt, skriver fyra experter på pedagogik.
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- Abraham, Getahun Yacob, 1958-, et al.
(författare)
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Pitfalls and possibilities with international partnerships: : An interview with Gun-Britt Wärvik, the Swedish coordinator of an international partnership program
- 2023
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Ingår i: Journal of Praxis in Higher Education. - 2003-3605. ; 5:1, s. 28-44
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper is based on an interview with one of the principal leaders of an international partnership program between Ethiopia and Sweden, 2018–2022. The purpose of this interview was to deepen the understanding of these kinds of partnerships and to learn more about the possibilities and pitfalls of working in a joint program between national and cultural contexts. We interviewed Professor Gun-Britt Wärvik, the Swedish coordinator of the doctoral program between Addis Ababa University (AAU) and the University of Gothenburg (GU). The interview results suggest that doctoral supervisory challenges were present as students often used concepts produced in cultural contexts foreign to their assigned supervisors. Additionally, the administrative burden was particularly challenging for the Ethiopian counterpart that coordinated the program. Overall, the program created many positive work opportunities for students, provided possibilities for the staff of both universities to exercise supervision and examination of doctoral students, and enriched international experiences for all involved.
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- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Academic Career Mobility: Career Advancement, Transnational Mobility and Gender Equity
- 2023
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Ingår i: Higher Education Policy. - : Springer. - 0952-8733 .- 1740-3863.
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Tidskriftsartikel (refereegranskat)abstract
- This study explores how policy discourses on academic career are articulated in Swedish higher education. Discourses on academic career are often expressing meritocracy and the necessity of competition, but also include demands for flexibil-ity and global participation. Recent decades of higher education policy have also stressed the importance of gender equity, which is particularly evident in the Nordic countries. Yet, how these discourses interact and impact on contemporary ideas on academic career remains unclear. We analyse a selection of Swedish government bills to explore present policy discourses on academic career mobility, and how these discourses express and create tensions for different staff groups. The findings shows that the notion, and promotion of career mobility in Swedish higher education features tensions between career advancement, transnational mobility and work life stability. It is also clear that some scholars are defined as more career mobile and successful than others. Hence, discourses on career mobility tend to give legitimacy to already existing work divisions and hierarchies partly undermining gender equity. In conclusion, our findings show tensions and contradictions in these policies, which give base for further nuanced and critical discussions on the current conditions and possibilities in Swedish higher education and academic career.
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- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Challenges in developing professional knowledge, education, and practices in Swedish higher education
- 2023
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Ingår i: Book of All Abstracts and Papers. - Birmingham. ; , s. 199-198-199
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Konferensbidrag (refereegranskat)abstract
- The formation of professionals and professions is, simultaneously, a core function of contemporary universities and a field of contestation where different worldviews, rationalities and aspirations meet. In this symposium, we will present an interdisciplinary research collaboration, called PHE (Professional knowledge in Higher Education), between four academic institutions in Sweden. These institutions regularly collaborate on research activities concerning professional knowledge, professional education and learning addressing core issues for the welfare state, for social justice, sustainable development, and higher education pedagogy. We will present the main motivations for this collaboration, its goals, and examples of its ongoing interdisciplinary research.The symposium will situate our collaboration in current public and academic debates on the growing societal demand for strong, flexible, and pluralistic professional programs in higher education and in doing so, also address pressing issues related to welfare, the knowledge economy, and the labour market. Such demands pose new challenges for universities today in regard to, for example, the need for expertise and pedagogy. Central to this collaborative project is a new interdisciplinary research school, SPETS (Studies in Professional Education and Training for Society), with doctoral students from all four institutions and inter-institutional supervision. In the symposium, five ongoing doctoral projects that represent current challenges and tensions in Swedish professional education and development will be presented. In Matilda B Svensson’s research, she highlights the policy turns of teacher education in Sweden and how they affect understandings of professional knowledge. Per Holmgren and Yihua Zhang examine how digitalization impacts what is seen as valuable knowledge and pedagogy in HE today and how digitalization is used to address some of the key issues in professional programs. Reghan Borer’s study concerns how public engagement is addressed in Swedish doctoral education, and Sara Svensson discusses the use of arts-based pedagogies to facilitate personal and professional development across a range of professional education programs. In Amoni Kitooke’s work, he explores community-oriented aspects of professional education, particularly praxis and knowledge issues in teacher education.These doctoral projects, in parallel with other joint activities and meeting points in this collaborative endeavour, address issues that include highly relevant intersections between digitalization, internationalisation, equity, policy and quality assurance, economic disparities, migration, and community welfare, which point to some of the challenges of developing professional knowledge, education and practices in higher education today.
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| 8. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Dividing academic work: gender and academic career at Swedish universities
- 2017
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Ingår i: Gender and Education. - 347-362 : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 32:3, s. 347-362
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Tidskriftsartikel (refereegranskat)abstract
- Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed.
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- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Double Agendas in International Partnership Programs: A case study from an Ethiopian University
- 2021
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the policy discourses underpinning an inter-national higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership pro-gramme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the condi-tions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also con-voluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements.
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- Angervall, Petra, Professor, 1970-
(författare)
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"Making" an academic supervisor
- 2023
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Ingår i: Journal of Praxis in Higher Education. - Borås : Högskolan i Borås. - 2003-3605. ; 5:2, s. 12-26
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Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- This paper is based on my reflections on a series of lectures given by me over a period of three years in a course called Supervising doctoral students. The lectures are, to a large extent, based on my own research on higher education policy, academic career, and gender, and highlight various topics concerning gender, power, and supervision. Through Hacking’s (2007) ideas on how research not only contributes to, describes, and analyses different aspects of the world, but also plays a role in how we make up institutions and people, I elaborate on what studies on gender, academic work, and supervision tell us and how we use the stories we tell as researchers. Researchers like me within the field of higher education research know a lot about gender divisions in academic career, but we seldom discuss how we are participating in normalising specific patterns. Can we present these results without also emphasising “gender difference” or gender divisions? The paper discusses how I handle this risk, but also raises issues about what it means to lecture on gender in higher education and includes reflections about my own position and competence as a lecturer.
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