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| 2. |
- Burden, Håkan, 1976, et al.
(författare)
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Facilitating entrepreneurial experiences through a software engineering project course
- 2019
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Ingår i: Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019. - : IEEE. ; May 2019, s. 28-37
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Konferensbidrag (refereegranskat)abstract
- Skills and competencies in entrepreneurship, such as the ability to generate innovative ideas and the courage to engage with stakeholders and society, have gained importance in engineering curricula. In this case study paper, we report on how we have integrated entrepreneurial experiences into a software engineering project course and made the creation of value and reflection on the application of a structured process the heart and soul of the course. Based on current research on entrepreneurship education as well as the definition of entrepreneurial competencies used by the European Union, we show how the learning objectives, the teaching moments, the integration of external stakeholders, and the assessment work together to create an entrepreneurial environment in which students are encouraged and rewarded to work in an entrepreneurial way. Based on data from reflection reports, course evaluations, and interviews we discuss the pros and cons of our approach and how the student perception and expectations often run counter to the motivations of the course design. We thus contribute guidance for other teachers based on our own experiences in relation to the findings of our peers.
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| 3. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Authenticity work in higher education learning environments: a double-edged sword?
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 84, s. 67-84
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Tidskriftsartikel (refereegranskat)abstract
- Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term “authenticity work” to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments.
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| 4. |
- Hagvall Svensson, Oskar, 1990
(författare)
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Conceptualizing Sustainability Leadership Competences in Higher Education
- 2017
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Ingår i: International Sustainability Transitions (IST) Conference 2017, June 19-21 Göteborg Sweden. ; , s. 1-15
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Konferensbidrag (refereegranskat)abstract
- Purpose: The purpose of this paper is to contribute to the ongoing debate regarding what sustainability competences should be fostered in higher education, and argue for the need for further conceptualization of sustainability leadership competences – in order to potentiate further empowerment of students partaking in sustainability education based in engagement in real-world challenges.Approach: The paper reviews the current state of sustainability competence theory, and presents a study based in literature review of leadership concepts associated with sustainability. The identified competences are contextualized in the educational practice at Chalmers Challenge Lab – a student-centered transition arena where international master students undertake their master theses in a multi-stakeholder environment.Findings: Two competence categories – leading oneself and enabling/facilitating collective leadership – are established from competences found in leadership literature. The conceptualization of the categories is guided by a case study of Challenge Lab, and could consequently be considered relevant in a sustainability education context. Major similarities between competences advocated for in sustainability competences theory and in sustainability leadership theory are noted.Practical implication: The leadership competence categories could further the potential of sustainability competences theory in guiding curricula development of higher sustainability education in general and sustainability leadership programs in particular. Moreover, supporting self-leadership and collective leadership of students could potentially facilitate the acquisition of other sustainability competences.Originality/value: The study contributes to the process of conceptualizing leadership competences in a sustainability education setting, an area where little research has been made.
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| 5. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Entrepreneurial Engineering Pedagogy: Models, Tradeoffs and Discourses
- 2020
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 45:5, s. 691-710
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Tidskriftsartikel (refereegranskat)abstract
- While entrepreneurship discourse is gaining traction in engineering and the number of entrepreneurship courses increase rapidly, there is a lack of study focusing on how and why engineering educators facilitate entrepreneurial experiences in their courses. Using a qualitative and inductive case-study approach, this paper explores and explicates pedagogical models for facilitating entrepreneurial experiences in engineering, and their underlying design principles. Investigating seven entrepreneurial project-based courses, three distinct pedagogical models for facilitating entrepreneurial experiences are identified. Two potentially conflicting dimensions are highlighted and argued as vital for educators to consider when implementing entrepreneurial experiences into their courses. These dimensions are: to make learning more personal, and to make learning more professional. The paper discusses how entrepreneurial engineering pedagogy is anchored in entrepreneurship education and engineering education discourse, and suggests means through which the two disparate streams of research can be integrated in order to further research on entrepreneurial engineering pedagogy.
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| 6. |
- Hagvall Svensson, Oskar, 1990
(författare)
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Exploring Students’ Transition into Experiential Entrepreneurship Education: Challenges and Learning
- 2018
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Ingår i: 3E Conference Proceedings. ; 2018
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Konferensbidrag (refereegranskat)abstract
- Questions we care about: Experiential entrepreneurship education (EEE) is offered to an increasing spectrum of students, with a growing need to cater to more and more diverse backgrounds. While this provides opportunity for universities to contribute to entrepreneurial competences among graduates, the teaching format associated with EEE interventions poses many challenges for the learner. The nature of these challenges and how they relate to students’ learning processes in EEE is not well-known. Accordingly, the paper poses the following questions: What challenges do students face in transitioning into EEE? How do these challenges relate to students’ process of developing an understanding of how to take on learning in EEE? Approach: The paper draws on social cognitive theory and previous work on learning in constructivist learning environments to propose a framework for studying students’ transition into EEE as a process of (re-)constructing their expectations on curricular learning from entrepreneurial experience. Further, the dynamics of such a process is investigated through a qualitative case study of a project-based course in which students worked in teams towards generating, developing and validating business ideas through real customer interaction. Data was collected mainly through reflective assignments and retrospective interviews, and analyzed through a general inductive approach. Results: Four critical learning cycles relating to perceived challenges was identified as students starting to engage in the course: coming up with an idea, engaging externals actors, pivoting and managing openness. These challenges seemed to be overcome as students gained new experience, re-shaping their expectations of the nature and purpose of such activities. Implications: Acknowledging students’ transition into EEE as a dual process of re-shaping students’ ways of organizing their competences in relation to entrepreneurial processes and curricular activities opens for further investigations into the nature of challenges and learning processes when new students are coming into EEE. Moreover, the study highlights how scaffolded integration of entrepreneurial experience into curricular activities can challenge students’ habitual roles and certain pre-conceptions of entrepreneurial processes. Value/Originality: Through investigating challenges as students starts to engage in EEE, the study contributes to unveiling the dynamics of transitioning into such learning environments.
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| 7. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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How do students negotiate groupwork? The influence of group norm exercises and group development norms
- 2024
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Ingår i: Journal of Engineering Education. - 1069-4730 .- 2168-9830. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundGroup norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.PurposeWe investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.MethodWe recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.ResultsOur findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term "group development norms" to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation.ConclusionsProviding a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.
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| 8. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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How do students negotiate groupwork? The influence of group norm exercises and group development norms
- 2024
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Ingår i: JOURNAL OF ENGINEERING EDUCATION. - 1069-4730 .- 2168-9830.
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundGroup norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.PurposeWe investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.MethodWe recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.ResultsOur findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term "group development norms" to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation.ConclusionsProviding a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.
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| 9. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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How Entrepreneurial are Project-based Courses in Engineering Education?
- 2017
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Ingår i: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017. - 9789899887572 ; , s. 1284-1291
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Konferensbidrag (refereegranskat)abstract
- This paper addresses the ongoing integration of entrepreneurship into engineering education and investigates the relationship between inductive teaching methods and teaching through entrepreneurship. The potential for learning experiences leading to the development of entrepreneurial capabilities in project based courses is investigated, through a qualitative multi-case study of eight courses, applying effectuation and new value creation to assess ways in which project-based learning is entrepreneurial . It is found that even in cases where students are engaged in new value creation towards an external actor, the structure of projects seems to mainly call for students to enact a causal rather effectual logic in their actions and strategies. Pedagogical implications for educators wanting students to develop entrepreneurial capabilities are discussed.
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| 10. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Investigating the Dynamics of Authentic Learning in a Project-based Engineering Course
- 2019
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Ingår i: Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence. ; 2019, s. 454-461
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Konferensbidrag (refereegranskat)abstract
- Educational researchers and practitioners have long lamented the chasm between education and real-world experiences or issues. A popular way to mitigate this gap is through designing authentic learning experiences, and much previous work has focused on developing models for this design. The paper addresses a gap in such frameworks, namely the occurrence of tensions and negotiations between ways of working that students and teachers find authentic and meaningful. Focusing on the strategies employed by teachers in the design of an authentic learning environment and students’ reactions to these, we present a qualitative case study of a project-based engineering course in which student teams created software applications in collaboration with an external stakeholder. We find that tensions between what students and teachers deemed meaningful arose from on the one hand students’ readiness to take on self-directed learning and on the other hand differences between disciplinary views and students’ habits of mind related to software development. We illustrate how the teachers’ ability to bridge these tensions seemed hinged on their understanding of students’ prior learning experiences, and the enminding of these into learning activities. To enhance the value of contemporary models of authentic learning as practical and explanatory frameworks, we argue for adding two theoretical constructs – tensions and negotiations – and we call for more and longitudinal research on these
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