| 1. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Bridging Types and Frames in the Organizational (Inter)Act : Type Casting of Female Researchers in Academia
- 2009
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Conference paper (peer-reviewed)abstract
- In this paper we bridge the concepts type (Schutz) and frame (Goffman) to conceptualize misfits in the social intercourse of the academic everyday experiences. We see the combination of type and frame as a way to further elaborate the role concept. This was done by developing an interactional model that illustrates a combination of type and frame in relation to an organizational setting where the (inter)act takes place. The concept (inter)act is used to stress that although people may participate in the same act; this is not necessarily the same thing as role agreement during interaction. Rather, the lack of agreement is the starting point for this paper; we work with the empirical question “Why were we, and our fellow colleagues, treated as women when we were acting as researchers?” The problem we address is how some people in an academic organization confused the idea of woman as a type with the female body, and what consequences this had for everyday social practices. This paper is based on an at-home ethnography (Alvesson, forthcoming), which in our version include both introspection and dialogue around emerging ideas and involves a strong component of re-interpretation. We suggest that individuals may embrace or reject role-types, connected to a role-frame of expected behavior, in the organizational socialization process. Research as an activity is characterized by both masculine and feminine attributes, but in line with previous writings we see the research organization as gendered; the researcher-type is a man. We have called this type-role the wizard-man, a type that engage in intellectual activity. An alternative type-role is the mother-woman, whose role-frame is in line with key words such as body and caring. In the academic organization studied, there was a blurring between people as abstract (ideal) types and as individuals. In the organizational context, gendering by type casting seemed to be an important aspect of the socialization process. A negative consequence came when doctoral students were equaled to the mother-woman role, since these doctoral students were assumed to take on a role that was not in line with their professional development.
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| 2. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Continued growth later in life – older adults learning
- 2021
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Conference paper (peer-reviewed)abstract
- The demographic changes have resulted in an increased proportion of older people in the population in several countries. To have a large proportion of older people in the population is a situation that is historically unique and basically something positive. Despite this, the aging population is discussed as a problem as it puts pressure on pension systems and health care systems. As education and learning have contributed to positive development in several ways, the interest for older adults learning has increased. Education that occurs later in life can be considered as a means of supporting participation in an extended working life, as a democratic citizen, and as a way of promoting well-being.Research on older adults learning is considered the fastest growing branch of adult education in post-industrial countries and one of the most crucial challenges facing current adult European education (Formosa, 2000). Older adults learning focuses on the diverse provision of late-life learning, the motivations and interests of older learners, participation in and emancipatory policies for older adult learning, and the benefits of learning at different levels (Schmidt-Hertha, Formosa & Fragoso, 2019). Research in a Swedish context has provided insights into different aspects of older adults learning, such as intergenerational relationships, motivations and benefits, inclusion and participation, online and offline learning, working-life and guidance. The presentation will engage in a dialogue about these topics.
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| 3. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Higher education as learning organizations – An empirical study of education managers perception of their work situation
- 2022
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In: NFF 2022 Conference Papers.
-
Conference paper (peer-reviewed)abstract
- The paper presents a study of Swedish academic leaders’ perception of their work situation. The aim was to explore the conditions which can enable creativity and learning in higher education institutions. The KEYS survey was sent to a sample of 64 university managers from social sciences, humanities and technical departments at Swedish universities. The response rate was 39 % (n25). The result indicates that education managers perceive a lack of feedback from upper management, but at the same time, they claim to have a high level of trust from upper management.
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| 4. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Telework and lifelong learning
- 2021
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In: Frontiers in Sociology. - : Frontiers Media S.A.. - 2297-7775. ; 6
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Journal article (peer-reviewed)abstract
- The increase of telework during the pandemic is predicted to impact working life, not only in terms of a larger number of employees working from home, but more importantly, it may transform the way we conceptualise work. This will in turn impact systems for and participation in lifelong learning. There is a risk for increased social inequalities, as neither telework nor lifelong learning is evenly distributed among workers. Statistics on telework in the EU show that there are differences between age groups, nations, sectors, and professions. If these trends will steer forward, there is a risk of widening gaps between countries, companies, and workers. To establish the current knowledge base, we have gathered literature reviews from several disciplines. One finding is that the previous literature on telework has not included lifelong learning in any form (formal, non-formal and informal). Based on a review of previous studies, we suggest a number of research questions for future research. This is relevant as research about telework and lifelong learning has the potential to contribute to a sustainable working life in terms of providing more flexible arrangements for employees and to support the lifelong learning that takes place in contexts such as the office, home, online meetings, and virtual reality.
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| 5. |
- Larsson, Anna, 1970-, et al.
(author)
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Reflexivity through Introspection and Dialogue : A methodology for re-searching the familiarity of lived academic reality
- 2009
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Conference paper (other academic/artistic)abstract
- Alvesson (2003a) encourages us to engage in close-up studies of the well known and familiar territories of our own organizations in academia, as academic organizations are less frequently made the subject/object of research. But as the title of his article suggests the endeavour to engage in close-up studies involves a struggle with the somewhat contradictory practices of closeness and closure. In this paper, inspired by the reflexive turn in social science in general, we suggest a methodological approach to deal with the struggles of closeness and closure but even more importantly to re-search (re-interpret, re-present and re-embody) the familiarity of lived everyday professional life. The methodology we advocate builds on a combination of inner and outer conversations conceptualised as introspection and dialogue. A trigger point and also a result of these conversations are experiences of bodily unease or the unpleasantly dirty experience of non consenting body over mind Inter-Acts in the academic context. Our specific concern is the process of learning how to become a researcher and we focus on what could be conceptualized as and the consequences of the people processing devices during socialization within a specific academic organization during the years leading up to dissertation but also more broadly into academia in general and the role of the researcher (van Maanen & Schein 1979, Berger & Luckmann 1966). We suggest that body over mind discourse in the academic workplace contributes to the disembodied researcher – whereas the result of the methodology suggested in this paper could contribute to explore its consequences and possibly encourage re-embodiment. Instead of treating body as a problematic feature of research we suggest that at-home ethnography involving strong auto-ethnographic dimensions can place bodily experiences of unease at the centre of attention, where the body serves as a tool informing the reflexive research process.
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| 6. |
- Almén, Lars, et al.
(author)
-
Access to and accounts of using digital tools in Swedish secondary grades : An exploratory study
- 2020
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In: Journal of Information Technology Education: Research. - : Informing Science Institute. - 1547-9714 .- 1539-3585. ; 19, s. 287-314
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Journal article (peer-reviewed)abstract
- Aim/PurposeThe aim of the study is to explore students’ encounters with digital tools and how they account for their experiences of using digital tools within formal education.BackgroundWhile computers have a long history in educational settings, research indicates that digital tools function both as affordances and constraints, and that the role of digital tools in schools continues to be debated. Taking into consideration student perspectives can broaden the understanding of knowledge formation practices.MethodologyThe study is part of a larger ethnographic project, focusing on agency at all levels with respect to digitalization in schools. The present exploratory study is built primarily on interviews with 31 secondary school students at five different schools (15 girls and 16 boys). The analytical framework was a Nexus Analysis, focusing on discourses in place.ContributionThe paper shows how digital tools are conceptualized as being formed by and fitted into the traditions and habits of the institution, rather than acting as a transformative force to change knowledge formation practices in schools.FindingsFrom the students’ narrative accounts, the following key themes emerge: (1) Action in contexts, (2) Agency in contexts, and (3) Equality in contexts. The first deals with the use of digital tools in school and the interaction order as it is accounted for in the use of digital tools in schools. The second frames human agency with regards to usage of digital tools and how agency fluctuates in interaction. The third deals with the compensating role digital tools are supposed to play for students who are identified with special needs and for students with divergent backgrounds, especially socioeconomic standards.Recommendations for PractitionersFor teachers, the recommendation is to engage in dialogue with the stu-dents on how and when to use digital tools and the affordances and con-straints involved from a student’s point of view.For school leaders, the recommendation is to review how organizational structures, culture, and processes hinder or support the development of new practices in digitalization processes.Recommendation for ResearchersThe three key themes that emerged in this study emphasize the need to reflect upon how a panopticon view of contemporary classrooms can be challenged. Involving students in this work is recommended as a means to anchor ideas and results.Impact on SocietyThis study is part of a larger project at Jönköping University, focusing on agency at all levels with respect to digitalization in schools. The overall goal is to increase our understanding of how to improve digitalization and implementation processes in schools.Future ResearchFuture studies that address digital technologies in schools need to pay special attention to the interaction between students, teachers, and various kinds of tools to map the nature of the education process, with the aim of challenging the panopticon view of the classroom. Future studies need to focus upon processes themselves, rather than accounts of processes.
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| 7. |
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| 8. |
- Almén, Lars
(author)
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One-school-for-all As Practice – A Nexus Analysis of Everyday Digitalization Practices
- 2021
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Doctoral thesis (other academic/artistic)abstract
- The Government of Sweden formulated a strategy in 2017 to digitalize the entire Swedish educational system. The government summarizes this strategy through three focus areas: (i) all parts of the school system shall have equitable digital competence, (ii) all parts of the school system shall have equal access to and usage of digital tools, and (iii) research and follow-up of the possibilities of digitalization shall be conducted. The impetus for the digitalization strategy was that despite the long history of the Swedish school system’s digitalization, there existed major differences in access to digital tools between different schools and individual students. Further, differences existed in digital competence between different actors in the school system.The point of departure in this compilation thesis is the 2017 governmental digitalization strategy, with a special focus on discourses of digital tools as compensatory tools and tools for inclusion. The compensatory and inclusive perspectives are conceptualized as the one-school-for-all discourse. Three research questions guide the thesis. These cover discourses at macro (policy), and micro (classroom) levels, and temporal spaces before the enactment and in the implementation processes of the digitalization strategy.Nexus analysis is used as an analytical framework. This draws on a sociocultural perspective and an ethnographically inspired framework. The ethnographic data material that this thesis builds upon comprises of audio and video recordings, fieldnotes, policy documents, student work sheets, and timetables. The classroom data (recordings, fieldnotes, etc.) are from grades 7 and 8 in five secondary schools in one small and one medium-sized municipality in southern Sweden. Here students are 13 and 14 years old.This thesis consists of four studies. The first study contributes with analysis of macro level policy discourses before the enactment of the digitalization strategy. The second study contributes with classroom discourses on digitalization from student interview accounts of the everyday use of digital tools in secondary schools before the enactment of the digitalization strategy. Based on fieldwork data from a secondary school, the third and fourth studies highlight classroom inclusion and marginalization processes. They contribute with classroom discourses in the implementation processes of the digitalization strategy.The discourses highlighted in the thesis relate to the computer room, programming, compensatory tools, hardware that is focused, identity, entertainment, and agency redistribution. The digitalization strategy is temporally demarcated in terms of a before and after of the implementation phase of the digitalization strategy. Students had ubiquitous access to digital tools after the enactment. The thesis highlights that this has both including and excluding consequences.The analysis, in particular of the fieldwork observations, indicates that the ubiquitously present digital tools are used as tools to facilitate learning only to a minor extent. Schools purchase digital tools without always considering how to use them pedagogically. Furthermore, the studies indicate the importance of teachers’ continuing education for their mastery of the pedagogical usage of digital tools. The thesis does not support the technology deterministic belief that digital tools per se facilitate learning. Instead, it highlights that pedagogical affordance can be enhanced by introducing digital tools; for instance, teachers and student’s digital competence increases when digital tools are used in creative ways, functioning as mediating tools for learning. Thus, the pedagogical value of digital tools needs to be considered before they are incorporated into schools. The thesis also argues for a more comprehensive societal perspective on digitalization.
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| 9. |
- Bjursell, Cecilia, 1970-, et al.
(author)
-
A Lewinian approach to managing barriers to university–industry collaboration
- 2019
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In: Higher Education Policy. - : Springer. - 0952-8733 .- 1740-3863. ; 32:1, s. 129-148
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Journal article (peer-reviewed)abstract
- Calls are made by governments, university management and industry to increase university–industry (U–I) collaboration to find solutions for societal and economic problems that are too complex to be tackled within one sector alone. Researchers are often expected to realise these ideas, but when it comes to everyday research and knowledge development, individuals may encounter barriers to accomplishing this. The paper presents an empirical study of researchers’ view on U–I collaboration. Our focus in the analysis, inspired by the Lewinian field theory, is on the hindering forces that might create barriers to collaboration from a researcher’s perspective. Contrary to the previously used approaches taken in force field analysis, we perform a qualitative study, which might be better suited for this framework. In the literature on U–I collaboration, ‘orientation-related’ and ‘transaction-related’ barriers have been identified. In our analysis, we discuss hindering forces on the individual, intra- and interorganisational levels. In total, we find 18 key areas to identify possible hinders for collaboration and based on a Lewinian perspective, we suggest that removing hindering forces can benefit U–I collaboration. The paper recognises the need to regard universities as equal partners in U–I collaboration for sustainable knowledge production.
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| 10. |
- Bjursell, Cecilia, 1970-
(author)
-
A virtual study in higher education
- 2018
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In: INTED 2018 Proceedings. - 9788469794807
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Conference paper (peer-reviewed)abstract
- A study visit is when an individual or a group visits a site to learn about the context and to exchange knowledge with the people at the site. Study visits are often connected to efforts to create intercultural understanding within a course. Traditionally, study visits are connected to geographical sites: students travel to other countries or visit organisations relevant to their education and training. With the development of online environments, virtual study visits are emerging as an alternative to traditional study visits. This paper explores a virtual study visit. The purpose of the virtual study visit was for students to prepare for a laboratory exercise by getting familiar with the context where the exercise would take place. The virtual environment where the study visit took place was a model of the Foundry School they would visit later in the course. There were nine students in the course, and the results of their evaluation of the virtual study visit are presented in the paper. The discussion centres on the students’ perception of the virtual study visit in the course as well as a general consideration of how a virtual study visit can provide additional value in a higher education course. Some unique features of an educational virtual environment, which cannot be achieved in traditional classroom education, are discussed in the paper. The conclusion is that a virtual study visit can provide flexibility in time and space and the possibility to zoom between micro and macro levels in the model of the building. To achieve educational goals, both teachers and students need to engage in the preparation as well as in the virtual study visit itself.
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| 11. |
- Bjursell, Cecilia, 1970-
(author)
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An innovative organization or organizing innovatively after a merger?
- 2007
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Conference paper (other academic/artistic)abstract
- In the middle of the post-merger integration process voices expressing a need for innovation was heard. What was the reason for this change of focus in the organization and why did they use the concept innovation? This paper is based on a study of a merger between a Finnish and a Swedish company. Both companies had historically been family companies but one of them was listed on the Stockholm Stock Exchange in 1993 which had changed the business logic in the organization. When talking to the managers after the merger they referred to cultures to explain problematic issues. In this paper, the frame concept is used to analyze organizational cultures, and to compare them with the notion of an innovative organization. It turned out that the two pre-merger organizational cultures had stronger innovative features, compared to the culture in the new, merged company. This is followed by a suggestion that innovation should be seen as a method for integration, rather than a goal for the new organization.
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| 12. |
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| 13. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Att lära sig graffiti som pensionär
- 2022
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In: Äldres lärande. - Stockholm : Natur och kultur. - 9789127460256 ; , s. 105-126
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Book chapter (other academic/artistic)
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| 14. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Bridge jobs
- 2019
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In: Encyclopedia of Gerontology and Population Aging. - Cham : Springer. - 9783319698922 ; , s. 1-6
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Book chapter (other academic/artistic)
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| 15. |
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| 16. |
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| 17. |
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| 18. |
- Bjursell, Cecilia, 1970-
(author)
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E-mentorship for lifelong learning
- 2019
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In: INTED 2019 Proceedings. - : IATED. - 9788409086191 ; , s. 9750-9759
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Conference paper (peer-reviewed)abstract
- It has long been known that mentorship programs can provide both vocational and psycho-social support and development opportunities for program participants. There exist a number of different guides regarding mentorship and mentorship has proven itself to be a superior way to learn ‘on the job’. One explanation is that mentors can provide individual support to mentees so as to help them understand and create meaning from their experiences. Another explanation is that mentors can help mentees to formulate their professional identity. It has been reported that traditional educational approaches are not efficient when it comes to meeting an organizations’ needs. With a traditional training approach (i.e. education that is based on a fixed curriculum that is not adapted to a particular problem or to an organization), it might be difficult, or even impossible, to apply what one has learned when one returns to one’s workplace. The reasons for this are the barriers that can be found at the management and organizational level. These include a lack of strategic clarity, an authoritarian management style, a politically-charged environment, and conflicts between functions. Education and training in mentoring programs are often based on problem-oriented learning in a specific work setting. Problem-oriented learning that takes place at the workplace, as an alternative to traditional courses, has many advantages; for example, such learning can be linked to everyday tasks. In addition to job-specific knowledge and skills, mentorship may require further development of the mentee’s critical thinking skills, social competence, and specific knowledge (for example, technical skills) that are not available within the workplace. Participation in a mentoring program can bring benefits to both the mentor and mentee; including a positive career development and job satisfaction. Moreover, one should not forget that career development and personal growth often involves learning on behalf of both the mentor and mentee; mentoring can develop deeper understanding of different parts of the business and this approach can allow different perspectives on work-related problems to emerge, in relation to, or beyond, the topic being treated.This paper will focus on E-mentorship as a specific set-up for working with mentorship. E-mentorship and mentorship systems have been studied before but not to a large extent. In one organisation, an ICT system had replaced the middle managers as mentors. The replacement of mentors with such systems is probably something we will see more of in the ongoing digitalization of the workplace. The ICT mentorship system resulted in the responsibility for assimilation into the organization being transferred to the newly employed person (and not middle management, as was previously the case). The digitalization of mentorship, however, can benefit from knowledge gained from traditional mentorship programs. At the same time, this digitalization process can allow for the introduction of new and innovative ways of working with learning in organizations. It can also provide opportunities for further adjustments within mentorship programs, especially in relation to the context in which they are to be implemented. The replacement of mentorship programs with IT systems is something we will probably see more of. Learning in the context of traditional mentorship programs is still required, but in combination with new and innovative ways of working.
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| 19. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Education level explains participation in work and education later in life
- 2017
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In: Educational gerontology. - : Taylor & Francis. - 0360-1277 .- 1521-0472. ; 43:10, s. 511-521
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Journal article (peer-reviewed)abstract
- A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens? organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65?75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society.
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| 20. |
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Family business women in the media discourse : The fairytale heiresses and the down-to-earth tomboys
- 2009
-
Conference paper (peer-reviewed)abstract
- An alternative way to study a phenomenon is to explore texts in order to learn about discursive constructions within specific areas on a societal level. One example of such as study is Ahl (2002) who examined how the female entrepreneur was constructed in research texts. She found that even though the texts celebrated women’s entrepreneurship, they also recreated women’s secondary position in society. In this paper, the area of study is notions of women in family business and we have examined how Swedish media (re)constructs meanings about women in family business. The empirical material in this study is media texts about women in family businesses over a ten year period (1999-2008). This text departs from the general definition of discourse as ‘a particular way of talking about and understanding the world (or an aspect of the world) ’ (Phillips and Jørgensen, 2006, p. 1). One contradiction found in the media discourse was the difference between the famous heiresses and the everyday woman working hands-on, often in manufacturing industries. Concerning the heiresses, they were sometimes mentioned in the same article as family business women in other countries, thus adding an international flair to the description. The entrepreneurs were instead noted for excelling in business and prizes/positions received as an outcome of their performance. Different ways to portray business women could have implications for other women facing a situation of becoming a family business owner/manager since role modeling can be an important inspiration for choices made by individuals.
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| 26. |
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| 27. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Forskning som etisk och moralisk handling
- 2022
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In: Äldres lärande. - Stockholm : Natur och kultur. - 9789127460256 ; , s. 345-362
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Book chapter (other academic/artistic)
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| 28. |
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| 29. |
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| 30. |
- Bjursell, Cecilia, 1970-
(author)
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Growth through education : the narratives of older adults
- 2019
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In: Frontiers in Sociology. - : Frontiers Media S.A.. - 2297-7775. ; 4
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Journal article (peer-reviewed)abstract
- The focus of Narrative Gerontology is placed on stories about the aging process. In the present paper, the learning of older adults in a Senior University context is captured by means of stories written by the participants themselves. The examination of older adults' stories, as they look back on life or any narrative that connected to a specific area of life, can contribute to our understanding of growth later in life. The aim of the study is to examine how growth manifests itself later in life. Participants at Senior University were asked to share their experiences of education later in life. Participation was voluntary and the identity of each participant was kept anonymous for the purpose of the research project. Fifty-three stories written by Senior University participants (n = 38 women and 15 men) were analyzed according to: (i) an inductive analysis of the stories that resulted in a description of the main topics addressed in the stories, and (ii) a deductive analysis that invoked a theoretical framework concerning the existential aspects of older adults' learning, including “corporeality,” “relationality,” “spatiality,” “temporality,” and “materiality.” The two analyses were compared, and it was noted that “relationality” and “spatiality” corresponded to the educational experiences in the stories. “Relationality” was observed to be concerned with the social dimensions of life; but in the context of Senior University, “relationality” was strongly intertwined with the learning process. “Spatiality” addressed how older adults relate to physical- and mental space. Participation at Senior University entailed an expansion of both physical- and mental space for the participants. A number of tensions were identified in the stories. One the one hand, the stories can be interpreted as illustrations of moving forward and embracing continued growth and development. On the other hand, the stories can be interpreted as illustrations of resistance toward aging and decline. Since life is complex and contradictory, multiple, and even contradictory plots, co-exist in life stories.
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| 31. |
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| 32. |
- Bjursell, Cecilia, 1970-
(author)
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Heterogeneous frames and homogenizing activity : Dualistic tensions in a merger discourse
- 2009
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Conference paper (peer-reviewed)abstract
- This paper conceptualizes a post-merger integration process as a quest for semantic fit in the process of changing meaning in international business; a study of how meaning is constructed in the creation of a new social setting after a merger. The analysis showed how the integration discourse consisted of dualistic tensions in several dimensions, and how management worked towards homogenization to deal with these tensions, which in itself created a tension in the dimension heterogeneity – homogeneity. The paper is based on a longitudinal field study of post-merger integration meetings in a mangement group.
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| 33. |
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| 34. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Horizontal structures – A fundamental but forgotten perspective for superintendents in school governance?
- 2020
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In: Re-centering the critical potential of Nordic school leadership research. - Cham : Springer. - 9783030550264 - 9783030550271 ; , s. 107-125
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Book chapter (peer-reviewed)abstract
- It is of fundamental importance that school superintendents engage in the vertical dimension of school governance within the national education system, but have these vertical structures been given too much attention, to the detriment of horizontal organisational structures? The chapter is based on material collected at a workshop where 52 Swedish school superintendents were in attendance. A conclusion is that superintendents are faced by fields of tension in both the vertical and the horizontal dimension of organisational structures. Three types of tensions were identified in relation to: (i) administrative questions, (ii) the students’ experiences, and (iii) organisational units. It is furthermore suggested that the superintendents see themselves to be the ‘victims’ of these tensions. We introduce the concept of ‘unmanaged spaces’ to address the need for competence to act in a constructive and responsible manner to diffuse the above-mentioned tensions. Our hypothesis is that far too narrow a focus on line management and governance documents has resulted in superintendents who are unable to properly manage collaboration in complex situations. This state of affairs is somewhat worrying in a government agency that is expected to be essential to democracy and should pursue ways of working where coordination and collaboration are fundamental.
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| 35. |
- Bjursell, Cecilia, 1970-
(author)
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How can higher education contribute to lifelong learning?
- 2022
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Conference paper (other academic/artistic)abstract
- Lifelong learning is a concept which is used in many different contexts and in many different ways. Three perspectives of ‘lifelong learning’ will be introduced: (i) lifelong learning as policy; (ii) lifelong learning as theory; and (iii) lifelong learning as an education system. What all three perspectives have in common is the assumption that learning takes place throughout the duration of a person’s life. The three perspectives also assume that learning takes place in various contexts in a person’s everyday life. The meanings which have been associated with the concept of lifelong learning can be differentiated via the three perspectives mentioned above, but there is also an interrelation between political intentions (as expressed in policy), philosophy of pedagogy (as expressed in theoretical frameworks), and practical arrangements (in the form of an education system). While the lifelong learning concept is most pronounced in policy work, it is primarily lifelong learning as a philosophy of pedagogy which can provide us with important insight into the development of lifelong learning in a professional context and in society. What does this mean for higher education? The difference between working with full programs and individual courses will be addressed, and concrete examples of how actors in the surrounding society have found innovative solutions based on collaboration with higher education to meet their competence development needs will be highlighted.
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| 36. |
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| 37. |
- Bjursell, Cecilia, 1970-
(author)
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Inclusion in education later in life : Why older adults engage in education activities
- 2019
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In: European Journal for Research on the Education and Learning of Adults. - : Linköping University Electronic Press. - 2000-7426. ; 10:3, s. 215-230
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Journal article (peer-reviewed)abstract
- The connection between education and wellbeing is presented as a general argument for the participation of older adults in education, but is this reason why older adults themselves choose to engage in education activities? This paper combines the results from two previous empirical studies and addresses how older adults account for their participation in education activities. The first empirical data set comprises a survey completed by 232 Swedish pensioners. The second empirical data set comprises stories by 53 Swedish pensioners about their participation at Senior University. The same dominant arguments for their participation in education emerged in both studies; namely (i) staying active and (ii) socialising. However, this observation can be understood in terms of motives and benefits, something which indicates a possible fusion of extrinsic- and intrinsic motivation. A closer reading of the narratives reveals that many participants enrolled in Senior University because other family members, friends, and former work-colleagues had enrolled. This suggests that what on the surface may appear as an individual’s choice could, in fact, be explained by social factors.
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| 38. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Innovativ utbildningssamverkan för livslångt lärande
- 2019
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Reports (other academic/artistic)abstract
- I högskolans uppgift ingår att samverka med det omgivande samhället. Samverkansaktiviteter har rört sig från en enkelriktad kommunikation eller ett utbyt emellan parter, vidare till gemensamma forsknings- och utvecklingsprojekt. Det vi ser nu är att det finns ett intresse och behov av att förtydliga potentialen för lärande och utbildning i samverkanssatsningar. Förutom att samverkan kan bidra till ett rikt och relevant utbildningsinnehåll för studenter, så kan det också vara ett sätt för yrkesverksamma att tillsammans med andra engagera sig i ett livslångt lärande. Oavsett om man är ung student eller expert på ett företag eller ett lärosäte kan samverkansaktiviteter utveckla specifika fackkunskaper samtidigt som de generiska förmågorna tränas, inte minst förmågan att samverka. Det sker en rörelse mot integration av forskning, utbildning och innovation i samverkansinsatser och här kan det bli aktuellt att utveckla modeller för och förtydliga den kompetensutveckling som sker. Syftet med denna rapport är därför att undersöka innovativa sätt att samverka inom utbildning. I rapporten drar vi följande slutsatser:Närhet underlättar samverkan och regionala satsningar kan vara lämplig nivå för att nå tillräcklig storlek samtidigt som man har närhet till verksamheterna.Samverkan i högre utbildning kan sägas genomgå ett kulturellt skifte mot ansatser som stöder aktivt lärande och ett ansvarstagande i samhället.Den utbildningsinnovation som vi har identifierat genom fallbeskrivningarna sker på initiativ av externa aktörer som kontaktar lärosäten utifrån konkreta behov.Den förflyttning som pågår i satsningar på samverkan innebär att det blir aktuellt att fundera över möjligheter till skapande av gemensamma referensramar. Det innebär alltså inte att problemlösning blir ett tillvägagångssätt som läggs åt sidan, utan att nya dimensioner läggs utanpå de arbetssätt som har funnits i samverkan sedan tidigare.
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| 39. |
- Bjursell, Cecilia, 1970-
(author)
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Integration through framing : A study of the Cloetta Fazer merger
- 2007
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Doctoral thesis (other academic/artistic)abstract
- Vad innebär det att jobba med integration i ett fusionerat företag? Studien som denna avhandling bygger på syftade till att utforska, skildra och reflektera över hur en ledningsgrupp strävade efter att uppnå socio-kulturell integration. Resultatet illustreras genom påvisandet av hur nya referensramar skapades i den pågående kommunikationen på integrationsmöten i ett nordiskt konfektyrföretag. På dessa möten försökte ledningsgruppen, som bestod av medarbetare med olika nationell, funktionell och organisatorisk hemvist, att skapa en ny gemensam kultur. En paradox uppstod då företagsledningen hade för avsikt att bevara de gamla kulturerna, samtidigt som de ville skapa något nytt. Kultur har i denna studie betraktats som en social referensram vilket möjliggör att man kan tala om kultur i förhållande till andra föreställningar i integrationsprocessen. Genom analys av integrationsdiskursen med hjälp av begreppet föreställningsramar, framträdde ett flertal i integrationsprocessen aktiva föreställningsramar. Dessa visar hur ledningen rörde sig mot en gemensam föreställningsram under integrationsprocessen. Med tiden framträdde en gemensam föreställning: the one company frame. Denna föreställningsram drevs på ett djupare plan av människors vilja att tillhöra och skapa mening i det som hände, något som beskrivs i the faith frame. På mötet utmanades dock the faith frame av the game frame som betonar den konkurrensmässiga aspekten av affärsverksamhet. Avhandlingen avslutas med en diskussion om hur förståelsen för integrationsprocessen skulle kunna ökas genom att tydligare erkänna konkurrens som ett inslag i integration.
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| 40. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Intergenerational learning in a changing world : Knitting generations together
- 2023
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In: Ricerche di Pedagogia e Didattica. - : University of Bologna. - 1970-2221. ; 18:2, s. 51-65
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Journal article (peer-reviewed)abstract
- In intergenerational projects, learning a craft is an activity that may be of interest to people of different ages. This paper focuses on knitting as a craft. In most Western societies, knitting is often considered a craft for women, but on Taquile Island, Peru, it is the men who knit. This paper discusses knitting from an intergenerational perspective whilst focusing on gender and culture. To this aim, we introduce an intrinsic case study to examine the role of gender and culture in intergenerational learning. The data used in this study was collected during a visit to Taquile Island. In summary, the study’s findings reveal that (i) on Taquile, members of the community invest in maintaining cultural traditions in opposition to being swept along by (con)temporary social changes; (ii) knitting on Taquile is approached as a practical technique in contrast to Western culture where knitting is connected to the concept of ‘well-being’; and (iii) whilst gender structures may set frames for performance, the Taquile case demonstrates that what is typically considered ‘male’ or ‘female’ may vary.
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| 41. |
- Bjursell, Cecilia, 1970-
(author)
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Intergenerational learning in a hunting community
- 2022
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In: ELOA: 12th Conference of the ESREA Research Network on Education and Learning of Older Adults. - Bragança : Instituto Politécnico de Bragança. - 9789727453153 ; , s. 6-6
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Conference paper (peer-reviewed)abstract
- Relationships and learning between generations are central to people's lifelong learning. Intergenerational learning is a way to create attractive and meaningful learning contexts for different generations (Boström, 2003, 2012, 2014, 2017; Lüscher et al., 2017; Malec Rawiński, 2014; Schmidt-Hertha, Jelenc Krasovec, & Formosa, 2014). The generational perspective can also be valuable for understanding transformative changes, such as a study of how previous generations of Polish immigrants have built on their culture, traditions and values in the Swedish context (Malec-Rawiński, 2017). In Australia, so-called Men’s shed was started which involved involving older men with a low level of education in a developing community (Golding, 2015). A recent study also shows that in addition to age, well-educated older men also relate to their (altered) masculinity (Malec-Rawiński, 2019). This paper will present a proposal for a study of intergenerational learning in a hunting community, including glimpses from a pilot study. The theoretical perspective is narrative, and the focus is on how they use stories as a way to share knowledge in the hunting community.
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| 42. |
- Bjursell, Cecilia, 1970-
(author)
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Jag vill 'tagga' livet – graffiti för seniorer
- 2021
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In: Livslångt lärande - för välbefinnande, mångfald och delaktighet. - Jönköping : Encell - Nationellt centrum för livslångt lärande. ; , s. 34-35
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Book chapter (pop. science, debate, etc.)
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| 43. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Learning graffiti later in life
- 2021
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Conference paper (peer-reviewed)abstract
- Summer courses are offered at Swedish folk high schools, often with an artistic or aesthetic theme. This paper presents a study of a course called Graffiti for seniors. Although graffiti is usually associated with young people, this course was aimed at pensioners, and the teacher explained that this contrast was a way to explore something new. In this paper, we will discuss the reason why the participants chose the course and how the course corresponded to their needs. The paper is based on a field study and presents observation notes, photos and interview material. The nine course participants were women and can be divided into two groups: people who were artists or artisans, and people who were curious about graffiti as an expression and culture. The material is analyzed using a theory of educational needs (McClusky, 1982). This theory was developed to respond to situations where education for and by older people was characterized by an ad hoc character, and there was a lack of systematic design in the investments made. The educational needs that McClusky included were Coping Needs, Expressive Needs, Contributive Needs, Influence Needs, and Transcendence Needs. Like Formosa's (2012) critique of geragogy, which states that the approach is based on an asymmetric power relationship, the theory of needs assumes a top-down approach to older adults – they are treated as “recipients” of education. The theory has, however, categories of needs that are relevant to understand more in-depth.Starting with the needs identified by McCluskey, the analysis of the observation and focus group interviews showed that the most prominent need in this case seemed to be 'Expressive Needs' - the need to engage in activities that are carried out for their own sake and that give the individuals an opportunity to express themselves. The course had an open structure, meaning that the participants could, and was expected to, contribute to the realization of the course. This was appreciated, but some of the participants wanted the course leader to step forward and provide structure. An example of structure would have been to incorporate some form of collective task for the participants to solve, as it challenges the individual character of artistic activity. This is an area where further studies are needed to understand how a course leader can steer in a way that provides both framework and guidance but does not steer details or hinder the participants own initiatives.One conclusion of the study is that the age of the participants places demands on the course leaders, as the participants has extensive experience and knowledge. The degree of independence varied, some wanted more instructions while others wanted a great degree of freedom to be able to take their own initiatives and engage in their own projects. However, everyone wanted qualified input and stimulation from the course leader. As a course leader in senior courses, one should be aware that when it comes to active pensioners, they have a great desire to continue to deepen or broaden their knowledge on their own terms but at the same time, the teacher should have techniques to stimulate and engage the participants.
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| 44. |
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| 45. |
- Bjursell, Cecilia, 1970-
(author)
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Lifelong learning : Politics and philosophy
- 2024
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In: Lifelong learning. - Berlin : Peter Lang Publishing Group. - 9783631889923 - 9783631908723 - 9783631908716 ; , s. 59-77
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Book chapter (peer-reviewed)abstract
- This chapter demonstrates that ‘lifelong learning’ is a concept which is used in different contexts and in different ways. Two intertwined perspectives of ‘lifelong learning’ are highlighted here: (i) ‘lifelong learning’ as policy; and (ii) ‘lifelong learning’ as theory. What they have in common is the assumption that learning takes place throughout the duration of a person’s life and that learning takes place in various contexts in a person’s everyday life. The meanings which have been associated with the concept of ‘lifelong learning’ can be differentiated via the perspectives mentioned above, but there is also an interplay between political intentions (as expressed in policy) and philosophy of pedagogy (as expressed in theoretical frameworks). While the ‘lifelong learning’ concept is most frequently occurring in policy work, it is primarily ‘lifelong learning’ as a philosophy of pedagogy which can provide us with important insight into the development of lifelong learning in a professional context and in society.
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| 46. |
- Bjursell, Cecilia, 1970-
(author)
-
Lifelong learning and higher education
- 2024
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In: Lifelong learning and Higher Education: New (and Old) Perspectives. - Lund : Joint Faculties of Humanities and Theology, Lund University. - 9789172674844 - 9789172674851 ; , s. 11-26
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Book chapter (peer-reviewed)abstract
- First paragraphs: Those of us who work in higher education have an important task to fulfil, namely, to promote lifelong learning. Consequently, it can be of benefit to understand the concept of ‘lifelong learning’ and the various dimensions it encompasses. Lifelong learning does not merely entail that we can or should engage in learning throughout our lives – it also involves continuously learning new knowledge and skills whether we actively choose to do so or not. As a result, those of us who work in the field of education and learning are tasked with an additional responsibility: to ensure that such learning is rewarding for the individual and contributes to the long-term development of society.When lifelong learning is demanded in the context of higher education, this signifies a shift from viewing oneself as a post-secondary institution catering to young adults to acting as a partner in the individual’s lifelong learning journey. Establishing a lifelong relationship with an individual who is constantly evolving naturally entails increased complexity but also additional opportunities. As early as twenty years ago, the Swedish National Agency for Higher Education noted that lifelong learning was politically, organizationally, and attitudinally embedded in the Swedish higher education system. Notwithstanding this, the agency also noted that it was perhaps time for a deeper understanding of what lifelong learning truly entails. The difference now compared to then is the increase in the proportion of the population who hold higher education degrees, the increased demand in the job market for skilled labour, and changes in work methods based on technological advancements. While we can learn from past events, we must also be prepared to observe what is happening in society right now.This essay introduces the concept of ‘lifelong learning’ and highlights different ways how the concept can be considered. To this end, I pose the following questions: What has lifelong learning entailed in different time periods? What ideologies guide the direction of learning? and How do different perspectives regarding learning relate to each other? Taken together, answers to these questions can contribute to deepening our understanding of lifelong learning in higher education and thereby enhancing our work with lifelong learning.
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| 47. |
- Bjursell, Cecilia, 1970-, et al.
(author)
-
Lifelong Learning Through Context Collapse : Higher education Teachers’ Narratives About Online education During The Pandemic
- 2022
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In: Proceedings of INTED2022 Conference 7th-8th March 2022. - : IATED. - 9788409377589 ; , s. 2632-2641
-
Conference paper (peer-reviewed)abstract
- The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.
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| 48. |
- Bjursell, Cecilia, 1970-
(author)
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Livslångt lärande för välbefinnande, mångfald och delaktighet [video]
- 2021
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Other publication (film/video) (pop. science, debate, etc.)abstract
- I samband med Encells 20-årsjubileum hölls ett seminarium med titeln 'Livslångt lärande för välbefinnande, mångfald och delaktighet'. Programmet spelades in och här hittar du första delen, där Cecilia Bjursell adresserar livslångt lärande i ett internationellt perspektiv.
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| 49. |
- Bjursell, Cecilia, 1970-, et al.
(author)
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Livslångt lärande och kompetensförsörjning
- 2019
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In: Forskningspolitik för en kunskapsberoende värld – samling för samverkan. - Stockholm : Vinnova - Sveriges innovationsmyndighet. - 9789187537929 ; , s. 118-156
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Book chapter (pop. science, debate, etc.)
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| 50. |
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