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- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Identity and Engagement for professional formation
- 2007
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Ingår i: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students entering university have notions surrounding their future professions. In someinstances the profession has a high social status and the work in that area is well known, inother areas the nature of professional work is opaque. In this paper we discuss the ways inwhich students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience as a whole leads towards their professional formation. We suggest that Wenger-s community of practice models that highlight integrated or distributed forms of engagement may be enhanced through a consideration of dimensions of learning, identity formation and engagement with professionally encountered content. To explore these issues we combine the research outcomes of two international projects, the Journeymen and Professional Entity projects, involving over 500 students in a variety of discipline areas. Students in these projects participated in semi-structured interviews that focused their attention on their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities.Identity formation and engagement can be seen to be a relation with the students- learning experience - which in themselves build up an expectation of the intending profession - and the manner in which they anticipate or practice in professional working life. We postulate that students- views of their profession and their pedagogic experiences combine to incline themtowards a clear or diffuse sense of professional engagement.
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| 2. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Learning for the professions : Lessons from linking international research projects
- 2008
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 56:2, s. 129-148
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Tidskriftsartikel (refereegranskat)abstract
- At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students' future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation. © 2007 Springer Science + Business Media B.V.
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| 3. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life
- 2007
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Ingår i: 5th International Conference on Researching Work and Learning,2007. - Cape Town : University Press.
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Konferensbidrag (refereegranskat)abstract
- How do students experience their formal studies in preparation for professional work? This common research interest was the incentive to explore the intersections between two large international research projects that both build on a large number of interviews with students about their conceptions of learning and work in different disciplines and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work within their workplace. Through the use of techniques of qualitative meta-analysis, we have linked the results from both projects and constructed a model of significant features of professional learning. In this paper, we apply the model to one case study from each of the research projects, and in turn use these case studies to illuminate the model. The model shows how students may be inclined towards the development of professional identities and engagement with their studies and profession, depending on the relationships between the students- perceptions of learning for work and their views of professional knowledge. We suggest that the model can be used to investigate the nature of professionally oriented knowledge, but also as a means to analyse the impact of higher education, curriculum planning and teaching for professional formation.
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| 6. |
- Magnusson, Peter S., et al.
(författare)
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SimICS/sun4m : A virtual workstation
- 2019
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Ingår i: USENIX 1998 Annual Technical Conference. - New Orleans, LA, USA : USENIX Association.
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Konferensbidrag (refereegranskat)abstract
- System level simulators allow computer architects and system software designers to recreate an accurate and complete replica of the program behavior of a target system, regardless of the availability, existence, or instrumentation support of such a system. Applications include evaluation of architectural design alternatives as well as software engineering tasks such as traditional debugging and performance tuning. We present an implementation of a simulator acting as a virtual workstation fully compatible with the sun4m architecture from Sun Microsystems. Built using the system-level SPARC V8 simulator SimICS, SimICS/sun4m models one or more SPARC V8 processors, supports user-developed modules for data cache and instruction cache simulation and execution profiling of all code, and provides a symbolic and performance debugging environment for operating systems. SimICS/sun4m can boot unmodified operating systems, including Linux 2.0.30 and Solaris 2.6, directly from snapshots of disk partitions. To support essentially arbitrary code, we implemented binary-compatible simulators for several devices, including SCSI, console, interrupt, timers, EEPROM, and Ethernet. The Ethernet simulation hooks into the host and allows the virtual workstation to appear on the local network with full services available (NFS, NIS, rsh, etc). Ethernet and console traffic can be recorded for future playback. The performance of SimICS/sun4m is sufficient to run realistic workloads, such as the database benchmark TPC-D, scaling factor 1/100, or an interactive network application such as Mozilla. The slowdown in relation to native hardware is in the range of 25 to 75 (measured using SPECint95). We also demonstrate some applications, including modeling an 8-processor sun4m version (which does not exist), modeling future memory hierarchies, and debugging an operating system.
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| 7. |
- Reid, Anna, et al.
(författare)
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From Expert Student to Novice Professional
- 2011
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Bok (refereegranskat)abstract
- Students entering higher education expect that their studies should lead them towards some form of professional career. They come to university wilh a range of ecpectations for their learning as well as for the outcomes of their learning. In this age. when complex internationalised professions are the main soure of work for graduales, sludents need to prepare themselves for a future that can be volatile, changeable and challenging. Our overall aim in this book is to show how students navigate their way through learning and become effective students and how they shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. In this sense. we explore how poople move from being expert sludents tio novice professionals starting to establish themslves in a profession. When a person is an expert at somelhing they are usually able to demonstrate an excellent skill or understanding. whilst a novice is usually a relative newcomer to an arca who will undertake some sort of probation (articulated or not) before he or she can be fully embraced by the particular area. We look at how students become pre-professional experts. in the sense that they hold and demonstrate professional knowledge and disposilion, and reel a personal interest and engagement with a specific discipline area that leads them into professional practice. However. when these expert students finally make the transition to working life their profcssional expertise is subsumed as they take en a novice role in the work place. So. we consider how students make this transition from e xpert to novice and perhaps back again.To support the ideas presented in this book. We will utilise a decade of research undertaken in countries halfa world away from each other - Sweden and Australiaand use the combined outcomes to present a model ofprofessional leaming. Rather than building our theory out of our own common experience. we use empirical research gnthered from students and leachers to show how student, negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. As students move from seeing themselves as learners, they take on more of a novice professional identity. which, in turn, provides a stronger motivation for their fonnal studies.
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| 8. |
- Reid, Anna, et al.
(författare)
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Identity and engagement for professional formation
- 2008
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Ingår i: Studies in Higher Education. - : Informa UK Limited. - 0307-5079 .- 1470-174X. ; 33:6, s. 729-742
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Tidskriftsartikel (refereegranskat)abstract
- Students enter university with ideas about their future professions. In some disciplines, the profession and the nature of professional work are well understood, while in other areas, they are more opaque. The authors investigate the ways in which students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience leads towards their professional formation. The authors investigations are in two parts: first, they carry out a critical review of recent thinking on the question, including its formulation into national policy documents in two countries, Sweden and Australia. Then they adduce empirical data from the research outcomes of two international studies, in which students were interviewed about their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities. The authors conclude that professional identity formation is a relation between students learning experience and the manner in which they anticipate or practise in professional working life.
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| 9. |
- Ringfjord, Britt-Marie, 1959-
(författare)
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"Fotboll är livet" : en medieetnografisk studie om fotbollstjejer och TV-sport
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Media represent a powerful institution in society reflecting dominant values in society and take part in socialization to gender roles for men and women. The gender discourses in society as well as in mass media are interrelated to a complex system of many parts in people’s every day lives (the family, the school, the peer group, boyfriends etc.). The study’s main focus is on how discourses in society and Sport Media offers different gender positions that young female football players use as tools when they as active subjects make meaning of their identities in a gender discourse of sport.In Sweden football is a well-represented sports in media as well as among a Swedish population of nearly 9 millions. The Swedish Football Association is the largest among the sports federations with more than 3.200 associated clubs consisting of more than 1 million active members where 20 % are females (The Swedish Sports Confederation www.rf.se). In media the most common sports is football and Television Channels with nationwide coverage produce more male sport than gendered mixed or female sport in all. Male and gendered mixed sport top the list of sports occurring on Television, as despite football, consists of ice hockey on second place, athletics on third, motor sports and skiing on fourth and fifth place. Popular female sports, that is sports dominated by women in Swedish sports federations, as gymnastics, equestrian and swimming, we find horse jumping on ninth place and swimming on eleventh but not gymnastics though it’s the second popular sports activity after football for females. Despite this when Germany and Sweden meet in Women’s World Cup Final in USA 2003 broadcasted by Swedish Channel 4, the match was followed by 3,5 million Swedish viewers. In the combined the annual audience rating 2003 on Television viewers in Sweden, this football match came second only beaten by The Swedish Trial Contest for Eurovision Song Contest. Other sports events positions on this annual list are far behind other popular TV-programs in Sweden as Donald Duck and Friends, a popular Disney production always sent on Christmas Eve and Swedish quizzes with popular program leaders (www.rf.se, www.svenskfotboll.se, www.mms.se). It has been said that Female Football reached a break trough 2003 in Sweden as a public popular sports event, and in 2004 spectators visiting But if this hints to better opportunities for more female football in the national media coverage, the male dominance still continues in media representations of sport. Even though female sport reporters and female sports appears in media more often than before, this suggests that Sport Media foremost is an interest only for a male viewer, but many women like sport on Television too. The question is what happens when teenaged girls (and boys) view mediated sport produced for male middle-aged adult audience groups? How does cultural meaning of generation, gender and social differences structure everyday life for a collective group as a female football team in how they construct and position them selves within a gendered discourse? This brief summary reflects sports and media habits in the Swedish society and shows us the cultural importance of physical activities and media entertainment in our day-to-day lives. How the sport is represented through media reflect in certain ways our own picture of the concept sport, as well as sports is comprehended and valued on a cultural level. From a feminist perspective on the institutionalised power relations between media and culture the central question is how gender discourses negotiate meaning in society for men and women. The theoretical framework for feminist audience researchThe main theoretical perspectives used here are Stuart Halls reception model of the process of encoding and decoding media texts as meaningful TV-discourses, where viewers in terms of meaning structures approach the media. This model has developed by feminist media studies as power structures of gender discourses in production, content and reception (van Zoonen 1994:41f, Thornham 2000: 99). I will use this model to analyse female positions as gender discourses in a football team. The second perspective is a hermeneutic inspired approach supported by John B Thompson’s appropriation concept.The reception model suggests that even if media texts are framed in certain ways were a dominant power structure of gender representations are embedded; they are decoded by the audiences’ meaning structures in a social context with specific cultural and historical variations. The main point is that communication practices have to be understood in a wider context of social and cultural determinations, as context is both related to family matters and wider social relations. Instead of ideological power structures Hall emphasize the process of hegemony were three possible positions in the decoding process are offered to the viewers: a dominant /hegemonic, a negotiated and an oppositional position (Hall et al 1972/1992, van Zoonen 1994). By relate dominant structures to social processes in culture we can find different explanations. In one sense the media content offers a dominant/hegemonic female collective gender identity supported by the common western ideal for femininity, but in another sense the female gender identity expressed in this football culture by the female football players shows how the interpretation of media content adjust in a socio-historical context. Young females in a football club can negotiate or reject the offered media messages and construct other possible gender positions in their own socio-historical context. Appropriation is a concept that directs our attention to contextualise the process of reception as a cultural phenomenon, where macro structures of ideological power in society are interrelated with people’s ordinary lives and sense-making processes in their micro social world. This concept also helps us to direct our attention on combining the contexts of production, content and reception in order to analyse culture as meaning making processes. To appropriate is a cultural process were individuals use their available resources to make sense of media messages and adjust them to their social-historical context. Media products are an important part in how we create communication and shape our identities in modern society. The media stimulate to action and utterance as an active part in the formation of social reality. By following the content of sport in media, individuals actually can use that as information to guide their thoughts and actions in their own social context. The appropriations of symbolic forms in a social context are shared with other important individuals in every day communication (Thompson 1995:11f, 174f). In modern society collective identities are complex and culturally constructed in various ways. Media, as part of popular culture, have a particularly important role in the construction and mediation of different expressions and styles of identities. In one sense mass media serves us with a multiplicity of possible identities, free for any individual to pick up and adjust for individual needs in a social context outside the media content. In another sense we must also relate this to some of the important power structures in the organization of media production and content of Sport Media in order to show how mediated symbolic forms adjust in a cultural context by active meaning making subjects. (These structures are often referred to as the Media-Sport-Complex where the analyses of global power relations are connected to perspectives on political economy and culture. See Miller at al.2001, Roche 2000, Boyle & Haynes 2000). In relation to this study the football-playing girls have opportunities to choose what ever sport they like on a theoretical level, but on a social level they adjust to the cultural context they live in, where football for men and women are considered as two separate spheres, supported by the Sport Media content.The Sport Media’s gender representations divides sports in a female and male sphere according to gendered stereotyped structures in society, where team sports as football or ice hockey are dominated by men, and individual sports as gymnastic or figure skating are dominated by women. These stereotypes are structured within ideological representations of gendered positions for masculinity and femininity that are bound to social-historical context that changes over time. The framed structure in media texts function as ideologies but at the same time hegemony according to Hall rather suggests possibilities for opposition and social change since the production of cultural meaning always is open to contestation from below (Hall 1972/1992: 136ff). The positions suggested here are considered as gendered ideal types not existing in reality. Rather they show how complex constructions of gender identities are and how the girls in this study reflect and move between discourses and different gender positions. The dominant/hegemonic ideal for femininity concerns appearance and beauty accepted as normal standards for females, and are reproduced in many social spheres of which mass media is one of the main messengers. The negotiated position acknowledges and adjusts the offered dominant feminine ideal to own experiences and social situation. The oppositional position recognizes the dominant feminine ideal but due to other experiences or social situation this position rejects and question the proposed ideal with skepticism (Thornham 2000: 100).But if media discourses reflect dominant values in society there is another standard to consider for the constructions of gender in sports. The commonly hegemonic gender ideals are reflecting dominant gender values that in part passes over to sport, where masculine and feminine ideals for physical body appearance distinguish between gender and between spor
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