| 1. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Equity and social justice for whom and by whom in contemporary Swedish higher and adult education
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. 82-110
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students’ opportunities to access upper and post-upper secondary education.
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| 2. |
- Denskus, Tobias, et al.
(författare)
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Countering the Risks of Vocationalisation in Master’s Programmes in International Development
- 2015
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 8:2, s. 72-85
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Tidskriftsartikel (refereegranskat)abstract
- We review the ontological and pedagogical origins of International Development graduate education in the context of increasing pressures to ‘professionalise’ graduate curricula. We apply Giroux’s concept of ‘vocationalisation’ to argue that professionalisation risks undermining the field’s intellectual foundations in an elusive quest to equip students with functional rather than intellectual skills. Acknowledging ever-growing competition among graduates for gainful employment in this sector, we argue that instructors of International Development should recommit to the field’s reflective tradition by creating spaces for transformative education and develop a repoliticised ethos that critically engages global capitalism
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| 3. |
- Fejes, Andreas
(författare)
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Standardising Europe : The Bologna Process and new modes of governing
- 2008
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Ingår i: Learning and Teaching: The International Journal of Higher Education in the Social Sciences. - : Berghahn Books. - 1755-2281. ; 1:2, s. 25-49
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how the discourses of the Bologna Process have been accepted and adopted as the dominating ones in European higher education. It consists of a governmentality and discourse analysis inspired by Foucault and based on selected European and Swedish policy documents. The aims of the analysis are to illustrate how governing operates discursively and how it is legitimized, to identify what subjectivities are being shaped and fostered and to de-stabilise the taken-for-granted ideas of the present and so contribute to a space for reflection on how governing and power operate in higher education today.
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| 4. |
- Haley, Aimee, 1985
(författare)
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Geographical differentiation in access to higher education in Sweden
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. 61-81
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Tidskriftsartikel (refereegranskat)abstract
- Using Bourdieu’s Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382,198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students’ practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.
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| 5. |
- Hyatt, Susan B., et al.
(författare)
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Part 3: anthropology of policy
- 2023
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 16:3, s. 56-87
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Tidskriftsartikel (refereegranskat)abstract
- Seven authors reflect on Sue’s contribution to developing the ‘Anthropology of Policy’ and its growth as a new sub-field of politicalanthropology since the 1990s. They show how her focus on policybrought together her earlier concerns with organisations, powerand processes of social transformation with critical and reflexiveperspectives on language, higher education reform and regimes ofaudit and accountability.
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| 6. |
- Karlsson, Rasmus, 1978-, et al.
(författare)
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Using short-form student videos to widen the canon of political thought
- 2022
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 15:1, s. 92-100
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Tidskriftsartikel (refereegranskat)abstract
- A perennial problem for teachers of political thought is to decide what thinkers to include in the required course readings. In many cases, teachers have come to rely on an established Western canon as they seek to build a shared disciplinary identity, impart key theoretical insights and provide common points of reference. Increasingly, however, calls have been made to include more non-Western, female and otherwise marginalised voices. In response, this article presents and evaluates an interactive group video assignment by which the students are asked to identify one, hitherto excluded, political thinker and formulate arguments for his or her inclusion in the course readings. As a collaborative exercise, higher-level comprehension, analysis and synthesis are encouraged while the shared ‘canon’ of political thought is widened.
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| 7. |
- Krause-Jensen, Jakob, et al.
(författare)
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Introduction : neoliberal turns in higher education
- 2014
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Ingår i: Learning and Teaching. - Oxford : Berghahn Books. - 1755-2273 .- 1755-2281. ; 7:3, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Over the past decades, higher education has been profoundly restructured across the world. With remarkable consistency educational reforms have been put forward that rest on a particular and similar rationale: to achieve global competitiveness and adapt to the advent of the so-called ‘knowledge economy’. The ramifications for universities have been dramatic: institutions have changed, roles of students and university employees have been re-defined and the concept of knowledge itself altered.
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| 8. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Walking on the edge: Educational praxis in higher education
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. v-xv
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Tidskriftsartikel (refereegranskat)abstract
- This special issue is a collection of articles that emerged from a series of symposia on praxis in higher education, aimed at critically exploring challenges and possibilities for educational praxis, including its role in the contemporary university. The collection highlights the need for asking critical and uncomfortable questions about what is and what could be in higher education. It calls for more focused attention on the consequences of what we do as teachers and university communities, both intentionally and inadvertently, so that higher education can be more socially just and responsive to student and societal needs amidst contemporary challenges. In explicating the concept of ‘educational praxis’, the editorial introduces the metaphor of ‘walking on the edge’ to illustrate the concept’s ‘uncomfortable dimension’ in terms of academics’ responsibility to engage critically with challenging issues in endeavours to address educational concerns.
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| 9. |
- Newfield, Christopher, et al.
(författare)
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PART 2: ANTHROPOLOGY, CULTURAL STUDIES AND ORGANISATIONS
- 2023
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Ingår i: LEARNING AND TEACHING-THE INTERNATIONAL JOURNAL OF HIGHER EDUCATION IN THE SOCIAL SCIENCES. - 1755-2273 .- 1755-2281. ; 16:3, s. 31-55
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Tidskriftsartikel (refereegranskat)abstract
- Four authors analyse Sue's impact on the discipline of anthropology and on the postgraduates she supervised. They highlight in particular her contributions as a teacher and her advocacy of what she terms 'political reflexivity'.
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| 10. |
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| 11. |
- Shore, Cris
(författare)
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Locking in markets and instituting entrepreneurship. Commercialisation and the new heroes of the university story
- 2022
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Ingår i: Learning and Teaching. - : Berghahn journals. - 1755-2273 .- 1755-2281. ; 15:3, s. 83-90
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Tidskriftsartikel (refereegranskat)abstract
- This collection of short essays presents and examines six vignettes of organisational change in British, New Zealand and European universities. Drawing on the social studies of economisation literature, formal research projects and auto-ethnographic insights, the authors detail profound changes in how knowledge is produced in universities. They examine policy documents, calculative techniques and management practices to illustrate how proliferating market rationalities, technologies and relations are reimagining university missions, reframing their practices and refashioning their subjects. Their vignettes demonstrate that market-making pressures are emerging from micro-scale socio-technical arrangements as well as altered funding models and external policy imperatives. They reveal the extent and detail of market-making pressures on academic practice in research and teaching. Finding ways to contest these pressures is imperative.
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| 12. |
- Thelin, Katina, 1971-
(författare)
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Creating a reflective space in higher education : The case of a Swedish course for professional principals
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This article considers the conditions, possibilities, and challenges of creating what is referred to here as a ‘reflective space’ within a higher education course for principals. It is informed by the find- ings of a qualitative research inquiry conducted in the interests of enhancing the principals’ learning and professional praxis and the university educators’ pedagogical praxis, within a Swedish course for school and preschool principals. Analysis of the findings highlighted two significant patterns. The first relates to the transformative ben- efits of creating a ‘reflective space’ for the principals attending the course. The second is more ambiguous and reflects their relation to and engagement with scientifically constructed knowledge. Based on these findings, the article offers considerations relevant for creating ‘reflective spaces’ as a means to enhance the quality of learning in higher education. Additionally, some guiding pedagogical implications are included in the final remarks.
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| 13. |
- Vonderau, Asta
(författare)
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Audit culture and the infrastructures of excellence
- 2015
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 8:2, s. 29-47
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Tidskriftsartikel (refereegranskat)abstract
- Drawing upon ethnographic data, this article investigates the effects of a new online campus management system in one of the largest universities in Germany. It shows the various ways in which this - technological innovation influenced students', teachers' and administrative personnel's relations and everyday working practices and how it is influential in the reorganisation of university structures. The online management system is regarded as an important part of an emerging infrastructure of excellence, which materialises the changing understanding of qualitative studies and teaching. Findings show that the online management supports standardised and economised study, teaching and administrative practices and silences creativity and flexibility. However, these standardisations are negotiated and questioned by the actors involved.
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| 14. |
- Zackariasson, Maria, 1971-
(författare)
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’I feel really good now!’ : Emotions and independence in undergraduate supervision
- 2018
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 11:3, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- Within Swedish higher education, there is an explicit focus on the importance of independence, not least in relation to degree projects, which makes it a significant issue within supervision. What student independence comprises and how it may be achieved, however, is rarely discussed, even though the expectations of independence may be a stressful aspect of degree projects for students. This article examines the role emotions may play in undergraduate supervision in relation to student independence, through analysing recorded supervision meetings and focus group interviews with supervisors. Based in a theoretical framework centred on the concepts affective practices, anticipated emotions and anticipatory emotions, it discusses how supervisors handled students’ expressions of fear and anxiety, joy and relief, and how anticipated emotions could be used as a didactic tool.
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| 15. |
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| 16. |
- Sellerberg, Ann Mari
(författare)
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Gender imbalance in a university hierarchy: can stimulus from outside prompt change?
- 2011
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Ingår i: Learning and Teaching. - 1755-2273. ; 4:1, s. 22-41
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Tidskriftsartikel (refereegranskat)abstract
- Abstract in UndeterminedThe article draws on the reports by 12 guest professors - all women - who participated in an EU-financed pedagogical project within a Swedish university's postgraduate studies course, the purpose of which was to address equal opportunities in academia. It has been established that women with doctoral degrees are not being absorbed into the research community. The purpose of the project was to persuade more women postgraduate students to consider university research as a possible future career on finishing their postgraduate studies. The article focuses on the question of whether guest professors, in their capacity as outsiders, observe significant factors in postgraduate students' circumstances that elude departmental staff. Can these observations provide knowledge that might persuade more women to continue in research? Can guest professors provide postgraduate students with experiences and lessons that are not readily available from departmental staff? The analysis of the professors' reports indicates that such is the case.
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| 17. |
- Sjölie, Daniel, 1977, et al.
(författare)
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PRACTICAL USE OF OFF-THE-SHELF VIRTUAL REALITY FOR DISTANCE EDUCATION - A LOOK AT THE FEASIBILITY OF NON-EXPERT USE
- 2020
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Ingår i: Learning and Teaching. - : IATED. - 1755-2273. ; 2020
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Konferensbidrag (refereegranskat)abstract
- As the potential value of online learning and distance education becomes increasingly clear (considering, e.g., global health and climate change) we are motivated to push for practical use of emerging technologies at an accelerated pace, to further facilitate rich and flexible distance education. In the current scenario, the changes forced into the classic educational system need to be executed quickly. While the pedagogical value of lectures has been often questioned, it remains a common method of instruction, making them relevant to investigate within digitalisation. Virtual Reality (VR) affords valuable embodied experiences and is currently at a point where it is within reach for non-experts, but the threshold may still be perceived as too high. By focusing on the use of off-the-shelf hardware and software to give virtual lectures, a larger number of educators can start experimenting within their comfort zone. The purpose of the current paper is to contribute to the acceleration of this process by describing challenges encountered in such an attempt to quickly employ readily available VR technology to give a lecture in VR. Is it possible for educators without previous expertise in VR to start using this technology now? What factors can be considered to make the experience positive to both educators and students? The setup of the VR lecture in this case study had the lecturer entering a virtual environment remotely (from another city) using the free VR application Bigscreen VR with students and three observing co-teachers entering the same environment being co-located in one physical room. The lecturer used the Oculus Rift S headset and a VR-capable laptop while the students used the simpler Oculus Go headsets. A predetermined view of the lecturer in the VR-environment was also shown via a projector, as a general fallback. The study was performed as an action research intervention, and the results were documented with ethnographic observations and a focus group. Compared to established tools for distance education, such as video meetings, the preparation time was significantly longer but the VR setup with off-the-shelf VR hardware and software worked relatively well for the lecture itself. The primary problems encountered concerned the student headsets and the preparation of and interaction with the students in the physical room. In addition to practical issues with managing a larger number of headsets (there were 5 headsets for the students) there were significant problems in getting the audio to work well as well as technical problems with Internet access. During the lecture more behavioral and social issues came to the forefront, for example students being uncertain about how to behave in the unfamiliar environment. Out of five participating students, two experienced discomfort, but were uncertain about how to act and whether it was OK to take off their headsets or not. Some issues encountered here may be avoided or minimised by raising awareness beforehand and additional preparation. Based on the present study, technical and ethical recommendations are given for which issues should be prioritized and how they may be dealt with, regardless of the educators level of expertise, to be able to successfully conduct a VR lecture.
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