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- Broberg, Åsa, 1971-, et al.
(författare)
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Education for access to the Swedish labour market and society : a historical comparison of practices for the integration of immigrants in the 1960s and early 2000s
- 2023
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Ingår i: Migration, education and employment. - : Springer. - 9783031419171 ; , s. 85-97
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Bokkapitel (refereegranskat)abstract
- The policies and strategies for the integration of immigrants into the Swedish labour market and society evolved considerably between the mid-1900s and early 2000s. While it could be reasonably claimed that there was a similar line of development in many other countries, the Swedish case has particularities that could well be associated with aspects of the welfare state and a traditional concern with social integration. From a historical perspective, this chapter analyses some of the core features of this development and examines questions such as how perceptions about work, education and integration have evolved. In relation to the first decades of the twenty-first century, the cases presented depict a new reality and a diversity of approaches that, it is argued, enrich the process of integration of immigrants into the labour market and society. This chapter will shed more light on the relationship between migration and societal change. In this investigation, the relationship between work, vocation and education is of particular interest. The chapter will also demonstrate how the changing character of this relationship can be understood as part of the idea structures of integration. Even though the analysis relates primarily to a Swedish context, it may be relevant to other national settings.
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- Comas-Forgas, Ruben, et al.
(författare)
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Prevalence and factors associated with academic plagiarism in freshmen students of Social Work and Social Education : an empirical analysis
- 2023
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Ingår i: Revista ELectrónica de Investigación y EValuación Educativa. - 1134-4032. ; 29:2
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the study of academic plagiarism among freshmen university students enrolled in the degrees of Social Work and Social Education. Through a questionnaire applied to 913 students from 6 cohorts, the prevalence of plagiarism and some of the main factors associated with this phenomenon are analysed. The main results indicate that the students with the greatest tendency to plagiarize are associated with being male, younger, consider themselves to be worse students, value plagiarism less seriously, are poorly motivated by their studies and face academic tasks with a propensity to procrastinate. Finally, the students who plagiarize the most in their assignments are also the ones with the greatest propensity toward dishonest behaviour in other evaluation activities and the ones who attach the least seriousness to this fraud. The conclusions of the study indicate and provide areas for interventions aimed at promoting academic integrity and reducing fraudulent practices in higher education based on evidence.
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- Curiel-Marín, Elvira, et al.
(författare)
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Assessing the Knowledge and Attitudes of Spanish Early-Stage Academics towards Predatory Journals
- 2024
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Ingår i: 27th International Conference on Science, Technology and Innovation Indicators (STI 2023). - Leiden : University of Leiden.
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a survey of 198 early career researchers from Spain, which aimed to assess their knowledge and attitudes towards predatory journals. The results revealed that the primary characteristic of predatory journals is their fast acceptance and publication times, while many other features are similar to legitimate journals. The study recommends several actions, including raising awareness and providing mentorship, promoting ethical publishing practices, and allocating resources to early career researchers by academic institutions. The findings highlight the need for better education and support for researchers in identifying and avoiding predatory journals. The study's conclusions have implications for policymakers, academic institutions, and individual researchers seeking to maintain the integrity of scholarly publishing.
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- Gessler, Michael, et al.
(författare)
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Didactics in VET - crisis, demands, concepts and open issues
- 2013
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Ingår i: Abstracts.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Four focus points (crisis, demands, concepts and open issues) are addressed from three different national perspectives (Sweden, Germany and Spain). Answers might be different, but challenges seem to be the same.(1) crisis: on the one hand we acknowledge a massive withdrawal of didactic discussion in the educational research: first the constructivism taught us that nobody can be taught (a nice antagonism), later the output orientation taught us that just the output counts and within the empirical turn of the educational sciences the topic didactics seems to be lost. (Chevallard, 2006, Moreno Herrera, 2012)(2) demands: On the other hand practitioners still expects that VET offers answers, methods and tools for their central questions: how can learners be empowered and learning be accelerated. Overall questions for the round table will therefore be: What implications have for didactics the fact that learning within this field happens in remarkably different context; namely, classroom and workshop? What is the value in developing a didactics for this specific complex learning context? Is the discourse on didactics a unique phenomenon for particular educational research traditions or is there a substance that is worth discussing? (Berglund & Lindberg, 2012; Ghaye, 2010)(3) concepts: One concept we want exemplary focus within this short proposal information: the didactic concept "task- and process-oriented learning". One concretization of this concept for the field of electrical trade is the so called "Competence toolbox“, which has been continuously developed for more than 10 years to give answers to the following practice-oriented research questions: How can work processes of skilled workers be analyzed and described? How can the results of work process analyses be transferred into work process oriented educational measures? What are the potentials of digital media and internet to support this work process orientation? How can these potentials be converted into task-oriented learning? (Howe & Knutzen, 2012).(4) open issues: see below "Conclusions, expected outcomes"Method:The overall approach of the above mentioned concept (as an example) is the so called Design-Based:Research: DBR characterized the methodical approach of converting the obtained results into work process oriented learning software. The learning software and the accordant task-oriented learning were tested in all learning venues, meaning companies, training centers and vocational schools. In detail following methods were used: (1) Expert workshops: In the first step expert workshops were held. These workshops were moderated by vocational scientists. Experienced master craftsman validated a list of spheres of activities through discussion. The agreed upon list of spheres of activities portrays the researched vocation. (2) Work process analysis: Related to every sphere of activity work process analysis had to be conducted in the second step. This approach is twofold from a methodological perspective. Initially the researcher led a qualitative interview with an experienced skilled worker or craftsman. (3) Online survey: The outcome of this kind of work process oriented learning was finally evaluated by an online survey of apprentices. After accomplishing a task the learners provided feedback relating to the learning software and task -oriented learning by filling in an online questionnaire.Expected outcomes:Expected outcomes of the round table is to fix (4) "open issues": In our view there is a great need to continue developing the basis of a didactic that will be encompassing and dynamic enough to deal with the complex and varied situation of guidance of the learning process in the VET field. In addition to the variety of context it is equally significant to consider the complexity derived from the various interacting components of the teaching and learning process. More is to be done in creating or continuing developing a didactics that encompasses the complexities of VET considering its different levels and different settings.
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- Gessler, Michael, et al.
(författare)
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Vocational Didactics : Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden
- 2015
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Ingår i: International Journal for Research in Vocational Education and Training. - 2197-8638 .- 2197-8646. ; 2:3, s. 152-160
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Tidskriftsartikel (refereegranskat)abstract
- The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.
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- Gessler, Michael, et al.
(författare)
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Vocational Didactics: Breakup or Awakening?
- 2015
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Konferensbidrag (refereegranskat)abstract
- In the VET field the challenges for didactic are various and complex considering that learning is organized and takes place in very different contexts, that is, classroom and workshop. Research questions adressed at the round table are: How does context of learning influences the didactical organization of the learning process? What didactical specificities are associated to the role of the teacher and instructor respectively?Significant challenges are also posed by the aims of the learning process; whether it concerns understanding whole production process or specific technological devices and operations. Equally, questions for didacticians in the VET field emerge from the form of the learning process, whether it will be tutoring/mentoring or group teaching. Are we then in need to develop a specific didactics to deal with challenges of vocational knowing?; if so, what should be its main features?Example Denmark: Students at Danish VET are diverse, many are challenged academically and socially. In terms of resolving high drop-out rates, problems with students’ academic progress and reducing negative effects of social background in general, teachers’ pedagogic competencies and didactical skills are important, specifically their competencies in differentiated teaching. That is emphasised in recent reforms concerning the national educational programme for new teachers at VET in 2010, describing that teachers must acquire skills in “planning, organising, implementing and evaluating” “differentiated teaching" (National Study Programme 2011, 2015). Drawing on Bernstein´s theory about framing and recontextualisation (1996, 1997, 2003), the contribution analyses how these demands are interpreted and practiced at the VET teacher program, and with which consequences. The analysis is based on results from an ethnographic inspired research project including fieldwork, interviews and different kinds of documentary in four different educational contexts.Example Germany: During the 1980s, school-based education within the german dual system of vocational education and training saw heavy criticisms. The industry's representatives particularly criticised that the school-based education was far from reality, not contributing towards tackling the challenges of working life in the companies. In other words: the schools were not oriented towards the customer. In response to this critique the concept areas of learning (German = Lernfeld-Konzept) was introduced in 1996 as a structural principle for the framework curricula. The reform had wide-ranging consequences not only on the course and lesson design, but also on the organisational framework conditions of the schools, the cooperation between schools and companies and the required qualification profile of the teachers. The classic distinctions of "theory equals school-based learning" and "practical experience equals work-based learning in companies" are to be removed through the orientation of school-based content to the practical requirements of the vocational and professional work. In this framework a new diadctic approach was needed: The school-based curriculum is no longer structured in subjects, but constructed into work-oriented and process-related areas of learning. Areas of learnings are didactically-founded equivalents of vocational spheres of activity that are handled at school. They are made up of complex tasks, which are then handled pedagogically using action-oriented learning situations. The strengths, weaknesses and pitfalls of the didactics occured in the last 10 years will be focused.Two more perspective will be present: Norway and Sweden. In Norway the dual principle is sequentialized: Two years theory are followed by two years practice. This system division is followed by a segmentation of didactics and a fraction in teaching and learning. In Sweden the system is homogenous but the school-based system is widely self-referential and the linkage to the adjacent systems (higher education and labour market) opens two differnt options of orientation with consequences to the didactics.The common question of the presented cases is "Didactics: Breakup or Awakening?"
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