| 1. |
- Dimenäs, Jörgen
(författare)
-
Beyond dichotomization : a different way of understanding work integrated Learning
- 2010
-
Ingår i: Journal of Cooperative Education & Internships. - : CEIA, Cooperative Education & Internship Association. - 1933-2130. ; 44:2, s. 43-49
-
Tidskriftsartikel (refereegranskat)abstract
- In higher education for professions, there still seems to be an inherent problem regarding how to integrate academic studies with practical training. There are reasons to highlight the problems for students studying to be engineers, teachers, and nurses, for example. This study aims to describe and explain, from a content perspective, how students understand their own studies where Work Integrated Learning is a part of the education, by using qualitative theory and methodology with data from questionnaires and interviews. The conclusion is that higher education, in such meaning. is an arena where best practice meets scientific argumentation, enabling some students to understand their studies from a dichotomized point of view. On the other hand, we also find that students' can develop into skilled professionals by moving beyond the current dichotomization discourse. The fruitful attachment of practical training demonstrates the idea of multiple perspectives and how education inspired by Worked Integrated Learning could constitute an arena in which situations are reflected on and experienced. It is therefore relevant to discuss the issue within an expanding zone of educational content that develops practical skills through concretization, application, identification, and students adopting a critical approach. (Journal of Cooperative Education & Internships, 2010, 44(2), 43-49).
|
|
| 2. |
- Dåderman, Anna Maria, 1953-, et al.
(författare)
-
"Managing with my Heart, Brain and Soul" : The Development of the Leadership Intelligence Questionnaire
- 2013
-
Ingår i: Journal of Cooperative Education and Internships. - Cincinnati : Cooperative Education & Internship Association, Inc.. - 1933-2130 .- 0022-0132. ; 47:1, s. 61-77
-
Tidskriftsartikel (refereegranskat)abstract
- A new Swedish leadership theory of "leadership intelligence" (Ronthy, 2006; 2013) is characterized by a work integrated learning approach. This theory arose from analysis of the experiences of managers trained in performance appraisals, and describes the balance between being a leader and being a manager. A leader develops and uses, in an integrative good balance, leadership intelligence, which comprises emotional intelligence, rational intelligence and spiritual intelligence. The aim of this study was to further develop the Leadership Intelligence Questionnaire (LIQ) created by Ronthy (which has been developed to measure leadership intelligence), and to examine its reliability. Over 400 leaders, aged 21 to 69 years completed the 71-item LIQ. A shorter, 32-item version of the LIQ was developed by confirmatory factor analysis thorough excluding psychometrically "poor" items. The internal consistency measured by Cronbach’s alpha was high (> .80), and we conclude that leadership intelligence may be reliably measured with both versions of the questionnaire. Future studies should examine the internal and external validity of the LIQ before its introduction into education or into managerial practice.
|
|
| 3. |
- Engström, Pär
(författare)
-
Professional Experiences in Seminar Discussions
- 2012
-
Ingår i: Journal of Cooperative Education and Internships. - Cincinnati, OH : Cooperative Education Association, CEIA. - 0022-0132 .- 1933-2130. ; 46:1, s. 16-29
-
Tidskriftsartikel (refereegranskat)abstract
- Professional knowledge involves both practical skills developed through and in a job, and general theoretical assumptions about activities at work. The latter arise from a theoretical study of the subject. Studying the relationship between knowledge derived in these two processes will contribute to understanding and resolving tension between practice and theory in professional education. This study has examined how child minders, who are about to start vocational training to become preschool teachers, use both their practical experience and their general assumptions in discussions of ethical dilemmas in their work. The results show that the child minders can incorporate general assumptions and perspectives into these discussions with relatively few problems, while they do not compare the different perspectives with each other. Tensions between these perspectives are, therefore, not made visible.
|
|
| 4. |
- Karlsson, Leif, 1952-
(författare)
-
Academic quality in internships : field supervisors' account on the value of theory in practice
- 2010
-
Ingår i: The Journal of Cooperative Education and Internships. - 1933-2130. ; 44:2, s. 32-42
-
Tidskriftsartikel (refereegranskat)abstract
- Internship should not just introduce the students to a future professional role, but is also obliged to live up to the requirements of the Swedish Higher Education Act (SFS 1992:1434) for scientific methods and scholarly activities as well as stimulate a critical and reflective attitude. In order for internships to reach higher education standard, not only must there be students, who through their theoretical studies have developed knowledge with a scientific foundation and an ability for criticism and reflection, but a practice is also required in which this knowledge and ability may be developed and utilized. With this point of departure, the supervisors and the context of which they are a part become of special interest to study and understand. The practice within which the students in the Health Promotion and Education Programme at Kristianstad University College perform their internships is distinguished by richly varied work tasks, ill-defined professional roles and a mixture of different training and competencies (Karlsson, 2005). The supervisors lack supervisory training and only a few have an education that corresponds to the Health Promotion and Education Programme. Interviews were carried out in 2006 with 14 supervisors concerning what they perceived is required in order for them to be able to perform their work tasks, not as supervisors but in general, that is, what knowledge they perceived their work to be based upon; and how they perceived the value and relevance of the core concepts of academic quality, scientific methods and scholarly activities, critical thinking and reflection, with respect to their practical activities. The results of the study show that the supervisors perceived the basic knowledge for their work and the relevance of academic knowledge and ability for their work quite differently. The five different patterns or categories that emerged: Undeveloped, anti-academic, administrative, renewing and tension-laden all give different prerequisites for the socialisation to and learning of a ‘new profession’ by the students. The study reveals the importance of the supervisors perceiving academic thinking to be important to their activities, but also the significance of a practice where such knowledge and ability may be exploited and developed. Internship jobs give very different prerequisites for the students’ learning, which shows the significance of supervisor training and of internship placements with incentives for more development-oriented learning.
|
|
| 5. |
- Karlsson, Leif
(författare)
-
Academic quality in internships : field supervisors' account on the value of theory in practice
- 2010
-
Ingår i: The Journal of Cooperative Education and Internships. - 1933-2130. ; 44:2, s. 32-42
-
Tidskriftsartikel (refereegranskat)abstract
- Internship should not just introduce the students to a future professional role, but is also obliged to live up to the requirements of the Swedish Higher Education Act (SFS 1992:1434) for scientific methods and scholarly activities as well as stimulate a critical and reflective attitude. In order for internships to reach higher education standard, not only must there be students, who through their theoretical studies have developed knowledge with a scientific foundation and an ability for criticism and reflection, but a practice is also required in which this knowledge and ability may be developed and utilized. With this point of departure, the supervisors and the context of which they are a part become of special interest to study and understand. The practice within which the students in the Health Promotion and Education Programme at Kristianstad University College perform their internships is distinguished by richly varied work tasks, ill-defined professional roles and a mixture of different training and competencies (Karlsson, 2005). The supervisors lack supervisory training and only a few have an education that corresponds to the Health Promotion and Education Programme. Interviews were carried out in 2006 with 14 supervisors concerning what they perceived is required in order for them to be able to perform their work tasks, not as supervisors but in general, that is, what knowledge they perceived their work to be based upon; and how they perceived the value and relevance of the core concepts of academic quality, scientific methods and scholarly activities, critical thinking and reflection, with respect to their practical activities. The results of the study show that the supervisors perceived the basic knowledge for their work and the relevance of academic knowledge and ability for their work quite differently. The five different patterns or categories that emerged: Undeveloped, anti-academic, administrative, renewing and tension-laden all give different prerequisites for the socialisation to and learning of a ‘new profession’ by the students. The study reveals the importance of the supervisors perceiving academic thinking to be important to their activities, but also the significance of a practice where such knowledge and ability may be exploited and developed. Internship jobs give very different prerequisites for the students’ learning, which shows the significance of supervisor training and of internship placements with incentives for more development-oriented learning.
|
|
| 6. |
- Kjellén, Bengt, 1945-
(författare)
-
Cases as boundary objects : transfer and authenticity in work-integrated learning
- 2010
-
Ingår i: Journal of Cooperative Education & Internships. - Cincinnati, OH : Cooperative Education & Internship Association. - 1933-2130. ; 44:2, s. 26-31
-
Tidskriftsartikel (refereegranskat)abstract
- Work integrated learning (WIL) is mostly discussed as an educa¬tional approach that requires students to leave school and enter work practice. There are, however, other conceptions of WIL that also include transfer of experiences from the workplace to the classroom. It can be argued, therefore, that WIL, seen as a pedagogical philosophy and not only as a way of organizing education, must also affect and influence instructional design in the classroom. One common way of implementing WIL in higher education is through case studies and case teaching. The author believes that in order to advance the case method in general, and as a vehicle for WIL-related instruction in particular, it is necessary to look at the case method in relation to different perspectives on learning and knowledge. He also believes that it is necessary to relate it to research that focuses on the transition of knowledge from education to working life. Furthermore, he would like to initiate a theoretical discussion of the implications for case design that are raised by WIL as a pedagogical philosophy. Such a discussion involves the relation between theory and practice where the notions of context, authenticity and transferability of experiences are especially relevant. This paper is intended as an initial effort to outline what such an approach might entail and how the praxis of both the case method and of WIL could benefit from a firmer grounding in the pedagogical perspectives and research of today.
|
|
| 7. |
- Melender, Hanna-Leena, et al.
(författare)
-
Nursing students' experiences from their first clinical eduaction : a qualitative studie
- 2012
-
Ingår i: journal of cooperativ education and internship. - 1933-2130. ; 46, s. 30-43
-
Tidskriftsartikel (refereegranskat)abstract
- This article describes the experiences of 137 nursing students from their first clinical education.The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students’ experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practiced, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible
|
|
| 8. |
- Melender, Hanna-Leena, et al.
(författare)
-
Nursing students´ Experiences from Their First Clinical Education – a qualitative study
- 2012
-
Ingår i: Journal of Cooperative Education and Internships. - 1933-2130. ; 46:1
-
Tidskriftsartikel (refereegranskat)abstract
- This article describes the experiences of 137 nursing students from their first clinical education. The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students' experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practised, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible.
|
|
| 9. |
- Svensson, Lars, 1963-, et al.
(författare)
-
Guest editorial : the inaugural Swedish conference on work-integrated learning
- 2010
-
Ingår i: Journal of cooperative education and internship. - Cincinnati. - 1933-2130. ; 44:2, s. 8-8
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The inaugural Swedish Conference on Work-Integrated learning was held at University West in Trollhättan in December of 2009. University West has adopted work-integrated learning as their main profile, and have since 2001 been assigned with a national mission to coordinate and lead the development of pedagogical models for work-integrated learning by the Swedish Ministry of Education. The conference attracted 35 contributions of which three papers were selected for the special issue. In addition the two keynote speakers, Kristen Betts and Lars-Owe Dahlgren, of the conference were invited to contribute
|
|
