| 1. |
- Carlsson, Linnea, et al.
(författare)
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Breaking the mold : Reinterpreting industrial digital transformation and co-workership
- 2024
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Ingår i: Abstract book WIL Conference 2024. - Trollhättan : University West. - 9789189325692 ; , s. 14-14
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Konferensbidrag (refereegranskat)abstract
- This paper builds on the need to reinterpret industrial digital transformation and co-workership with the starting point that introducing and implementing digital initiatives is a multifaceted challenge for the manufacturing industry. Hence, this paper addresses how co-workership in manufacturing can be reinterpreted when navigating organizational and technological aspects of industrial digital transformation. To answer this, co-workers at different organizational levels have participated in five focus groups with a total of 25 participants to reinterpret industrial digital transformation over time, collaboratively structuring what the endeavors might entail. The results show that participants are positive towards digital technologies but critical towards organizational changes. It is argued that this affects the four conceptual pairs of the co-workership wheel. Thus, this paper contributes a revised model for co-workership for industrial digital transformation that contributes to the needed technological and organizational innovation
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| 2. |
- Massyn, Liezel, et al.
(författare)
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Work-integrated learning in PhD-education
- 2024
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Ingår i: Abstract book WIL Conference 2024. - Trollhättan : University West. - 9789189325692 ; , s. 29-29
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Konferensbidrag (refereegranskat)abstract
- The issue we set out to explore is how work-integrated learning (WIL) can enhance PhD-education. We argue that the inclusion of WIL will enable a more enriched PhD education where better interaction between the competencies needed in the workforce and real-life working problems will emerge that will feed into creating sustainable solutions for both the educational environment and the practice field. The inclusion of WIL in PhD education can also enable a better transition for PhD students after completion of their PhD to their next step in life and a better impact of research from PhD projects on the practice context. The research consisted of a rapid review (Klerings et al., 2023), and the included articles were analysed. The rapid review findings were also reflected on PhD education at the University West in Sweden and the University of the Free State in South Africa. The two universities are interesting as cases, as University West has a prominent profile of work-integrated learning, and the University of the Free State in Bloemfontein does not. The two case universities represent cities with the same level of higher education in the population (25-27%). However, higher education is much more common in the general population in Sweden than in South Africa.The results show a lack of research concerning WIL in PhD-education. Formal requirements and expectations for PhD education vary depending on context and scientific topic, which may affect how and to what level WIL is included in PhD education, as well as the options for the PhD student's career after completion. Frameworks developed for undergraduate education were used to explore WIL options in Ph.D. Opportunities of WIL and how WIL can be included in PhD education differ depending on context. In South Africa, PhD students often work fulltime while doing a PhD part-time, continually pursuing a PhD because of a personal dream rather than for career advancement. Helping these PhD students understand the value of a PhD for their careers and society can open them to different and novel career paths. In Sweden, PhD students often study full-time and must find new job positions after completing their PhD. To address these issues, exploring how WIL can be integrated into PhD education is essential. The findings are relevant for Theme 4: Work-integrated learning as a field of study, as it applies how work-integrated learning can be contextualised in PhD education and provide opportunities for pedagogical and curriculum innovation
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| 3. |
- Mohlin, Alice, et al.
(författare)
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Work-Integrated-Learning by Inaction – Exploring Organizational Reflections on AI-Transformation in the Manufacturing Industry
- 2024
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Ingår i: Abstract book WIL Conference 2024. - Trollhättan : University West. - 9789189325692 ; , s. 13-13
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Konferensbidrag (refereegranskat)abstract
- Artificial intelligence (AI) has for the last decade been expected to revolutionize the way we work. However, as many industries are facing more complex problems as an effect of technological development and globalizations, companies are experiencing challenges in finalizing AI-projects and fully integrating AI into their operations, not least in the manufacturing industry. To face these challenges, it is suggested that manufacturing industry could benefit from enhancing their work-integrated learning related to AI and AI transformation. In addition, one of the considered success factors in technological development and organizational change is the way that it is reflected on by the organization. This paper employs an action-based perspective, in which learning is generated by and in action, that is, in the reflection on experiences. And so, with a qualitative focus group study, we sought to explore how manufacturing industry organizations reflect on action in a potential AI-transformation. However, the results showed that the participating organizations instead displayed an inaction stance when discussing AI-transformation, demonstrating a general passivity towards the transformation as a concrete change process. We employ theories of psychological safety, maneuver space and sense of coherence to analyze our empirical results. Moreover, we discuss our findings based on the idea of action and inaction as contradictory forces that adverse each other in terms of learning as well as the theoretical and practical implications of our study.
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