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| 13. |
- Ageberg, Eva, et al.
(författare)
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Cocreating injury prevention training for youth team handball : bridging theory and practice
- 2022
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Ingår i: BMJ Open Sport and Exercise Medicine. - London : BMJ Publishing Group Ltd. - 2055-7647. ; 8:2
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Tidskriftsartikel (refereegranskat)abstract
- Although it is advocated that end-users are engaged in developing evidence-based injury prevention training to enhance the implementation, this rarely happens. The € Implementing injury Prevention training ROutines in TEams and Clubs in youth Team handball (I-PROTECT)' uses an ecological participatory design incorporating the perspectives of multiple stakeholders throughout the project. Within the I-PROTECT project, the current study aimed to describe the development of holistic injury prevention training specifically for youth handball players through using knowledge from both end-users (coaches and players) and researchers/handball experts. Employing action evaluation within participatory action research, the cyclical development process included three phases: research team preparation, handball expert-based preparation and end-user evaluation to develop injury prevention training incorporating both physical and psychological perspectives. To grow the knowledge of the interdisciplinary research team, rethinking was conducted within and between phases based on participants' contributions. Researchers and end-users cocreated examples of handball-specific exercises, including injury prevention physical principles (movement technique for upper and lower extremities, respectively, and muscle strength) combined with psychological aspects (increase end-user motivation, task focus and body awareness) to integrate into warm-up and skills training within handball practice. A cyclical development process that engaged researchers/handball experts and end-users to cocreate evidence-based, theory-informed and context-specific injury prevention training specifically for youth handball players generated a first pilot version of exercises including physical principles combined with psychological aspects to be integrated within handball practice. © 2022 BMJ Publishing Group. All rights reserved. © 2022 BMJ Publishing Group. All rights reserved.
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| 18. |
- Hoff, Eva, et al.
(författare)
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Konsten att mäta kreativitet
- 2014
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Ingår i: Kreativitet: teori och praktik ur psykologiska perspektiv. - 9789147098231 ; , s. 543-573
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Bokkapitel (refereegranskat)
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| 19. |
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Kreativitet - teori och praktik ur psykologiska perspektiv
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Lärobok för grundutbildning kring kreativitetsteori som kan användas inom utbildningar av olika slag: psykologi, ekonomi, lärarutbildning, konstnärsutbildningar, journalistutbildningar och management- och organisationsutbildningar
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| 20. |
- Moesch, Karin, et al.
(författare)
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“Yeah, I mean, you’re going to handball, so you want to use balls as much as possible at training” : End-users’ perspectives of injury prevention training for youth handball players
- 2022
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI AG. - 1660-4601. ; 19:6
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Tidskriftsartikel (refereegranskat)abstract
- Young handball players experience high injury rates. Specific injury prevention programs reduce injury rates but are not well implemented into youth players’ training. The ‘Implementing injury Prevention training ROutines in TEams and Clubs in youth Team handball (I-PROTECT)’ project addresses this challenge. The aim of this study was to investigate how youth handball coaches and players experienced the recently developed I-PROTECT GO pilot program, by focusing on barriers and facilitators. Three focus group interviews were conducted with coaches and players, and their answers were analyzed using a general inductive approach. The participants appreciated the program and found it useful for their context. The participants’ statements about facilitators and barriers centered around the categories of resources, exercises, program design, and learning. Facilitators that emerged were motivating exercises (e.g., handball-specific), a helpful set-up (e.g., variation), having a clear purpose of exercises, the possibility to fulfil basic psychological needs while training, receiving instructions and feedback, and having role models. Barriers that emerged were limited space and material, difficulties with exercises, an unhelpful set-up (e.g., too repetitive), and undisciplined training. It is important to address perceived barriers and facilitators among coaches and players when developing injury prevention training programs to enhance the uptake of such training.
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| 21. |
- Petursdottir, Dagbjort H., et al.
(författare)
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Early-Life Human Microbiota Associated With Childhood Allergy Promotes the T Helper 17 Axis in Mice
- 2017
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Ingår i: Frontiers in Immunology. - : Frontiers Media SA. - 1664-3224. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- The intestinal microbiota influences immune maturation during childhood, and is implicated in early-life allergy development. However, to directly study intestinal microbes and gut immune responses in infants is difficult. To investigate how different types of early-life gut microbiota affect immune development, we collected fecal samples from children with different allergic heredity (AH) and inoculated germ-free mice. Immune responses and microbiota composition were evaluated in the offspring of these mice. Microbial composition in the small intestine, the cecum and the colon were determined by 16S rRNA sequencing. The intestinal microbiota differed markedly between the groups of mice, but only exposure to microbiota associated with AH and known future allergy in children resulted in a T helper 17 (Th17)-signature, both systemically and in the gut mucosa in the mouse offspring. These Th17 responses could be signs of a particular microbiota and a shift in immune development, ultimately resulting in an increased risk of allergy.
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| 26. |
- Abel, Edvard, 1970, et al.
(författare)
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Fatigue in Patients With Head and Neck Cancer Treated With Radiation Therapy: A Prospective Study of Patient-Reported Outcomes and Their Association With Radiation Dose to the Cerebellum
- 2022
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Ingår i: Advances in Radiation Oncology. - : Elsevier BV. - 2452-1094. ; 7:5
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Although fatigue is a known side effect in patients with head and neck cancer (HNC) receiving radiation therapy, knowledge regarding long-term fatigue and dose-response relationships to organs at risk is scarce. The aim of this prospective study was to analyze patient-reported fatigue in patients with HNC receiving radiation therapy and to explore any possible association with organ-at-risk doses. Methods and Materials: Patients with HNC referred for curative radiation therapy were eligible for inclusion in the study. To assess patient-reported fatigue, quality of life questionnaires (European Organization for Research and Treatment of Cancer QLQ-C30 and QLQ-FA12) were distributed before treatment and 1, 3, 6, 12, 24, and 60 months after the start of treatment. Mean dose (Dmean) and near maximum dose (D2%) of the cerebellum and brain stem were evaluated in relation to baseline-adjusted fatigue scores at 3 months. Results: One hundred twenty-six patients treated with intensity modulated radiation therapy between 2008 and 2010 were available for final analysis. Female sex and age <60 years were associated with higher fatigue at baseline, whereas patients also treated with chemotherapy had reduced physical and emotional fatigue at 6 months. Physical fatigue (QLQ-FA12 scale) increased from baseline up to 3 months (29 vs 59; P < .0001) but showed no difference compared with baseline from 1 to 5 years. Emotional fatigue was significantly lower at 5 years compared with baseline (14 vs 28; P < .0001). Patients with cerebellum Dmean > 3.5 Gy had higher mean physical fatigue scores at 3 months (38 vs 27; P = .036). Conclusions: Although there is a significant increase in fatigue scores for patients with HNC up to 1 year after radiation therapy, this study showed a return to baseline levels at 5 years. A possible association was found between physical fatigue and a higher mean dose to the cerebellum.
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| 27. |
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| 28. |
- Badolati, Isabella, et al.
(författare)
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Staphylococcus aureus-derived factors promote human Th9 cell polarization and enhance a transcriptional program associated with allergic inflammation
- 2023
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Ingår i: European Journal of Immunology. - : Wiley. - 0014-2980 .- 1521-4141. ; 53:3
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Tidskriftsartikel (refereegranskat)abstract
- T helper (Th) 9 cells, characterized by robust secretion of IL-9, have been increasingly associated with allergic diseases. However, whether and how Th9 cells are modulated by environmental stimuli remains poorly understood. In this study, we show that in vitro exposure of human PBMCs or isolated CD4 T-cells to Staphylococcus (S.) aureus-derived factors, including its toxins, potently enhances Th9 cell frequency and IL-9 secretion. Furthermore, as revealed by RNA sequencing analysis, S. aureus increases the expression of Th9-promoting factors at the transcriptional level, such as FOXO1, miR-155, and TNFRSF4. The addition of retinoic acid (RA) dampens the Th9 responses promoted by S. aureus and substantially changes the transcriptional program induced by this bacterium, while also altering the expression of genes associated with allergic inflammation. Together, our results demonstrate a strong influence of microbial and dietary factors on Th9 cell polarization, which may be important in the context of allergy development and treatment.
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| 29. |
- Björck-Åkesson, Eva M., 1952-, et al.
(författare)
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International Diversity of Toy Libraries
- 1992
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Ingår i: Topics in Early Childhood Special Education. - : SAGE Publications. - 0271-1214 .- 1538-4845. ; 12:4, s. 528-543
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Tidskriftsartikel (refereegranskat)abstract
- This survey describes the types of toy libraries found throughout the world. The descriptive study is based on a questionnaire and information material from 37 countries and on personal visits to some countries. The survey shows that there are more than 4,500 toy libraries in the world in 31 countries on all continents. Four major types of toy libraries emerge: (a) community-oriented toy libraries; (b) lekotek for children with special needs and their families; (c) toy libraries as a cultural, social, and recreational center; and (d) toy lending libraries. Twenty-one countries have adopted the ``lekotek'' concept. The lekotek provides services for young children with special needs and their families. The original lekotek concept assumes a model of early intervention where the needs of the child and the family are central. Assessment and intervention are carried out in collaboration with the parents. Individualized Family Service Plans (IFSPs) fit well into the frame of the lekotek concept. Examples of how programs at lekoteks service families of young children with disabilities are given.
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| 31. |
- Blomgran, Robert, et al.
(författare)
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Common Genetic Variations in the NALP3 Inflammasome Are Associated with Delayed Apoptosis of Human Neutrophils
- 2012
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Ingår i: PLOS ONE. - San Francisco, USA : Public Library of Science. - 1932-6203. ; 7:3
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Tidskriftsartikel (refereegranskat)abstract
- Background: Neutrophils are key-players in the innate host defense and their programmed cell death and removal are essential for efficient resolution of inflammation. These cells recognize a variety of pathogens, and the NOD-like receptors (NLRs) have been suggested as intracellular sensors of microbial components and cell injury/stress. Some NLR will upon activation form multi-protein complexes termed inflammasomes that result in IL-1 beta production. NLR mutations are associated with auto-inflammatory syndromes, and our previous data propose NLRP3 (Q705K)/CARD-8 (C10X) polymorphisms to contribute to increased risk and severity of inflammatory disease by acting as genetic susceptibility factors. These gene products are components of the NALP3 inflammasome, and approximately 6.5% of the Swedish population are heterozygote carriers of these combined gene variants. Since patients carrying the Q705K/C10X polymorphisms display leukocytosis, the aim of the present study was to find out whether the inflammatory phenotype was related to dysfunctional apoptosis and impaired clearance of neutrophils by macrophages. less thanbrgreater than less thanbrgreater thanMethods and Findings: Patients carrying the Q705K/C10X polymorphisms displayed significantly delayed spontaneous as well as microbe-induced apoptosis compared to matched controls. Western blotting revealed increased levels and phosphorylation of Akt and Mcl-1 in the patients neutrophils. In contrast to macrophages from healthy controls, macrophages from the patients produced lower amounts of TNF; suggesting impaired macrophage clearance response. less thanbrgreater than less thanbrgreater thanConclusions: The Q705K/C10X polymorphisms are associated with delayed apoptosis of neutrophils. These findings are explained by altered involvement of different regulators of apoptosis, resulting in an anti-apoptotic profile. Moreover, the macrophage response to ingestion of microbe-induced apoptotic neutrophils is altered in the patients. Taken together, the patients display impaired turnover and clearance of apoptotic neutrophils, pointing towards a dysregulated innate immune response that influences the resolution of inflammation. The future challenge is to understand how microbes affect the activation of inflammasomes, and why this interaction will develop into severe inflammatory disease in certain individuals.
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| 32. |
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| 33. |
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| 34. |
- Brodin, Eva, et al.
(författare)
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Conceptualizing and encouraging critical creativity in doctoral education
- 2011
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Ingår i: International Journal for Researcher Development. - : Emerald. - 1759-751X .- 2048-8696. ; 2:2, s. 133-151
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to provide a theoretical framework for conceptualizing critical and creative thinking within doctoral study and to illuminate the connecting and diverging points between the two phenomena in a way that clarifies their developmental relationships. Design/methodology/approach – The conceptual framework is founded in a synthesized understanding of both new and established theories on critical and creative thinking, and worked out through a reconstruction and expanded re-conceptualization of the Four C Model of Creativity. Findings – The results showthat responsible scholars are moved by both critical and creative thinking, which is conceptualized as critical creativity. The authors introduce the ECC-modelwhich illustrates how different Expressions of Critical Creativity (CC) is manifested in scholarship: Experiential CC (in cognition), Experimental CC (in action), Enunciated CC (in speech), and Eulogized CC (in recognition). Whereas Experiential, Experimental and Enunciated CC constitute important fields of developmental practice in doctoral education, Eulogized CC is a possible outcome of the completed doctorate. It appears that Enunciated CC especially seems to be a field of urgent need for further development. Originality/value – The paper offers a conceptual framework for new ways of understanding critical creativity in doctoral education by outlining how critical creativity is manifested in an educational context. Thereby the authors provide a valuable tool for supporting doctoral students in becoming professional scholars through a pedagogy that is reflective, integrative and deliberate.
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| 39. |
- Brodin, Eva, 1974-
(författare)
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Critical Thinking in Scholarship: : Meanings, Conditions and Development
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to explore the phenomenon of critical thinking in scholarship as regards its meanings, conditions, and development using a hermeneutic phenomenological approach. This exploration takes its departure in ancient Greece, following a historical movement of the phenomenon up to present day perspectives on critical thinking, revealing a range of different meanings and conditions. Thus, the reader is invited to follow my synthetic meaning constitution of the phenomenon of critical thinking as it appears in different philosophical and educational texts. Through this gradual process of meaning constitution it is shown that the scholarly critical thinker is in one way or another concerned with abstract relationships, in order to either master, understand, or change the world. These underlying interests may, in turn, be derived from the critical thinker’s sense of responsibility towards God, nature, society, and humanity as a whole. It also appears that even though critical thinking in scholarship is traditionally framed within rational and principle based thinking, the development of the meaning of critical thinking is on its way to new dimensions. Besides rationality, other qualities of critical thinking are highlighted, such as reflective thinking, emotions, creativity, imagination, and intuition. Despite the fact that research on critical thinking has started to move in new directions, educational policy documents implicitly conceptualize critical thinking in traditional terms. This means that the phenomenon is captured within its own instrumentality, with no further concern for its possible ends. The same circumstance can be noted in relation to contemporary perspectives on critical thinking, which tend to focus on the process of critical thinking, since critical thinking is implicitly understood as an assurance of attaining normatively good ends. However, critical thinking is a phenomenon that is future oriented, involving its intention and possible ends. Against this background, it is therefore argued that critical thinking receives its most critical feature when intention, process and end constitute a constructive interrelated whole.
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| 40. |
- Brodin, Eva, et al.
(författare)
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Cross-Disciplinary Collaboration and Scholarly Independence in Multidisciplinary Learning Environments at Doctoral Level and Beyond
- 2020
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Ingår i: Minerva. - : Springer. - 0026-4695 .- 1573-1871. ; 58, s. 409-433
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers’ development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers’ development is conditioned by their relative positions in time (career stage) and space (geographical and epistemic position). Through the theoretical notions of ‘epistemic living space’ and ‘developmental networks’, four ways of experiencing the multidisciplinary learning environment were distinguished. Overall, the environments provided a world of opportunities, where the epistemic living space entailed many possibilities for cross-disciplinary collaboration and development of scholarly independence among peers. However, depending on the members’ relative positions in time and space, this world became an alien world for the post docs who had been forced to become “over-independent” and find collaborators elsewhere. Moreover, it became an avoided world for absent mono-disciplinary supervisors and students who embodied “non-collective independence”, away from the environments’ community. By contrast, a joint world emerged for doctoral students located in the environment, which promoted their “independent positioning” and collaborative ambitions. Thus, early stage researchers’ collaboration and development of scholarly independence were optimised in a converged learning space, where the temporal and spatial conditions were integrated and equally conducive for learning. Based on these results, the authors provide suggestions for how to improve the integration of scholars who tend to develop away from the community because of their temporal and spatial positions.
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| 41. |
- Brodin, Eva
(författare)
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Det stora behovet av pedagogisk forskning i högre utbildning
- 2023
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788. ; 28:1-2, s. 187-195
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Tidskriftsartikel (refereegranskat)abstract
- Den pedagogiska forskningens relevans för vem eller vad är en mycket angelägen fråga inom en arena som ännu inte berörts i denna debatt: Högre utbildning. Jag kommer därför inledningsvis att belysa högskolepedagogikens formering som vetenskap och hur denna utveckling numera löper oberoende av pedagogikdisciplinen med vissa oönskade konsekvenser. Med forskarutbildningen som exempel argumenterar jag för att det disciplinära pedagogikämnet behöver ta mera plats i högskolepedagogikens vetenskapliga formering.
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| 42. |
- Brodin, Eva, et al.
(författare)
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Doctoral supervision in theory and practice
- 2020. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This is a long-awaited book that contributes to the professional development of doctoral supervisors and provides an indepth perspective on doctoral students’ learning. Well anchored in current research, the authors discuss the organisation of Swedish doctoral education, the supervisor’s professional practice, doctoral students’ learning, and the quality system of this education in Sweden.The connection between theory and practice runs throughout the entire book. Using authentic cases and examples from different educational environments, it is demonstrated how supervision is dependent on both individual and cultural factors. In addition, the book offers its readers numerous reflection exercises that can help move thinking forward, both individually and collegially.The book is aimed primarily at supervisors in doctoral education, regardless of the discipline within which they are active or their previous experience. It can also be useful for doctoral students who are interested in understanding their own learning process and who would like to know what can be expected of them in their education, as well as by educational leaders who wish to improve the quality of doctoral education.
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| 43. |
- Brodin, Eva, et al.
(författare)
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Forskarhandledning i teori och praktik
- 2016. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en efterlängtad bok som bidrar till utveckling av forskarhandledares kompetens och ger ett fördjupat perspektiv på doktoranders lärande. Med förankring i aktuell forskning behandlar författarna forskarutbildningens organisation, handledarens professionella praktik, doktorandens lärande samt utbildningens kvalitetssystem. Kopplingen mellan teori och praktik utgör en röd tråd genom boken. Med autentiska fall och exempel från olika utbildningsmiljöer tydliggörs hur handledningen villkoras av både individuella och kulturella faktorer. Dessutom bjuder boken på många reflektionsuppgifter som kan hjälpa tänkandet framåt, både enskilt och kollegialt. Boken riktar sig främst till handledare på forskarutbildningsnivå, oavsett ämnesområde och tidigare erfarenhet. Den kan med fördel läsas även av doktorander som är intresserade av att förstå sitt lärande och vad som förväntas av dem i utbildningen, samt av utbildningsansvariga som vill stärka utbildningens kvalitet.
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| 44. |
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| 45. |
- Brodin, Eva, et al.
(författare)
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Forskning om svensk forskarutbildning åren 2000–2020
- 2022
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Ingår i: Högre utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 12:2, s. 78-116
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Tidskriftsartikel (refereegranskat)abstract
- In this scoping review we map Swedish research on Swedish doctoral education in order to illustrate the physical and scientific configuration of the field from 2000 to 2020. The database Swepub was used to identify licentiate theses, doctoral theses, and peer reviewed articles. Subsequently the material was analysed through descriptive statistics and thematic analysis. The physical configuration of the field consists of 122 publications, including 14 theses and 108 articles published in 71 journals. The geographical and institutional/departmental distribution of the publications is generally very wide, and the majority of the first authors are women (64%). In the configuration of the scientific field, qualitative methodologies dominate (70%) while the content is focused on studying doctoral education as a (1) Pedagogical activity, (2) System and existence, (3) Non-traditional knowledge environment, (4) Gendered and cultural environment, (5) Career opportunity, or as (6) Scientific production. Results also show that doctoral students’ (research)careers, and non-traditional knowledge environments, respectively, receive more emphasis after 2015. In the discussion, we highlight how the research follows various political agendas over time. From previously primarily approaching doctoral education as “education” in line with the increasing demands for quality in educational policies, it has now become more common to approach doctoral education as an interface for “research” and “collaboration with industry” along with the increased demands for excellence in research, interdisciplinarity, and benefits to the wider society during the second decade of the 2000s.
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| 46. |
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| 47. |
- Brodin, Eva, et al.
(författare)
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Historical images of teachers and their underlying ideologies in Swedish academia : Multimodal discourses from 1950 and 1980
- 2021
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898. ; 63:2021
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Tidskriftsartikel (refereegranskat)abstract
- This study aims at exploring multimodal discursive images of academic teachers from 1950 and 1980 in Sweden. Using a discourse-historical approach, linguistic and visual data were analysed in a govern- ment report and three media sources related to a single Swedish university. Findings reveal how four dominant ideologies of academic teaching contributed to constructing eight discursive images of teachers via various stakeholders. Overall, a discursive degradation of academic teachers could be noticed between 1950 and 1980. Also, the image of teachers changed from societal critics in 1950 to political critics in 1980, when the government forced scholars to become all-round labourers processing the new mass of students. In turn, this led to an undecided debate about the scholarly role of teaching researchers . Throughout the material, female academics were almost invisible, and a feminist voice was absent. The image of academic teaching is a gendered issue that deserves further attention.
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| 48. |
- Brodin, Eva, 1974-, et al.
(författare)
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Innovation, collaboration, and gender in national policies and guidelines on doctoral education : Shapes from Sweden and South Africa in the 21st century
- 2018
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Konferensbidrag (refereegranskat)abstract
- In 2011, the European Research Area (ERA) outlined several principles of innovative doctoral training such as research excellence; exposure to industry and other relevant employment sectors; transferable skills training; and quality assurance (Vittorio 2015). Similar policies and guidelines can also be found in doctoral education across the globe, where the request for innovation and societal collaboration is urgent (e.g. Association of American Universities 1998/2017; Australian Council of Learned Academies 2016; HEQSF 2013; Swedish Government Bill, 2008, 2009, 2016). At the same time, it is known that the general conditions for innovation vary across countries (Meeus & Edquist 2006), and that global policy trends are construed and organised differently at national level in doctoral education (Andres et al. 2015). Combined with the fact that gender differences have been found in many studies on doctoral education in general (Jones 2013), it is significant to ask: What are the contextual and gendered conditions for doctoral students to develop their innovative and collaborative capability? In our first approach to this problem field, we will present preliminary results from our analysis of some conditions at macro level in Sweden and South Africa. From a comparative perspective, we will elucidate how expressions of innovation, societal collaboration, gender and related concepts have occurred and converged in their national policies and guidelines on doctoral education in the 21st century. We will use summative content analysis for analysing data, which implies an interpretative process of “identifying and quantifying certain words or content in a text with the purpose of understanding the contextual use of the words or content” (Hsieh & Shannon 2005, p. 1283). Comparing Swedish and South African doctoral education is well justified. Doctoral education is highlighted as a means to increased innovation and collaboration with society in the national policies of both countries. However, they also differ in their organisation of doctoral education, and their societal needs (e.g. for the South African context, see: National Planning Commission 2011). We assume that these differences should reflect nationally diverse ways to conceptualise innovation, societal collaboration, gender and related concepts in policy documents on doctoral education. Also, such a comparative perspective enables deeper understanding of the contextual conditions in Swedish doctoral education. For the purpose of this conference, we will delimit our literature review to Swedish studies on doctoral education. While such studies are generally rare (Elmgren et al. 2015), they are almost non-existent in relation to innovation and collaboration. Some of these studies are rather focused on research policies and institutional conditions in general (Langfeldt et al. 2015; Stensaker & Benner 2013), than on doctoral education per se. Others are more concerned with doctoral students’ conditions for societal collaboration in practice (Andræ Thelin 2009; Bienowska & Klofsten 2012; Heldal 2016; Lundqvist & Benner 2012; Bienkowska, Klofsten and Rasmussen 2016; Wallgren 2007). However, when it comes to studies on innovation, there is dearth in the research literature. But we do know that doctoral students’ creativity is not always encouraged (Brodin 2015, 2016, 2017), and that other scholars have expressed similar concerns (Wingren 2015). Such results matters, as meta-analyses show a strong correlation between individuals’ creativity and innovation and also that contextual factors influence their innovative output (Sarooghi, Libaers & Burkemper 2015). We also know that concepts such as independence, critical thinking, and communication skills are frequently associated with innovation and collaboration (Cobo 2013). Thus our will include such related concepts in our analysis. This conference contribution aims at distributing our study to a Swedish audience, while the same results will be presented at the international Quality in Postgraduate Research conference (QPR) in Adelaide, 17-19 April 2018.
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| 49. |
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| 50. |
- Brodin, Eva, et al.
(författare)
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Issues on innovation, societal collaboration, and gender in doctoral education : Their historical appearances and relationships in Sweden and South Africa
- 2018
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Konferensbidrag (refereegranskat)abstract
- In 2011, the European Research Area (ERA) outlined several principles of innovative doctoral training such as research excellence; exposure to industry and other relevant employment sectors; transferable skills training; and quality assurance (Vittorio, 2015). Similar policies and guidelines can also be found in doctoral education across the globe, where the request for innovation and societal collaboration is urgent (e.g. Association of American Universities, 1998/2017; Australian Council of Learned Academies, 2016; HEQSF, 2013; Swedish Government Bill, 2008, 2016). At the same time, it is known that the general conditions for innovation vary across countries (Meeus & Edquist, 2006), and that global policy trends are construed and organised differently at national level in doctoral education (Andres et al., 2015). Furthermore, studies have shown that doctoral students’ inter-sectorial work could be hindered by the fact that the universities are not always near to knowledge-intensive industries, or that the industry is ill prepared to make use of the doctoral students’ qualifications (Vittorio, 2015). Combined with the fact that gender differences have been found in a number studies on doctoral education in general (Jones, 2013), it is accordingly significant to ask: What are the contextual and gendered conditions for doctoral students to develop their innovative and collaborative capability? Current research has no satisfying answer to this complex question yet. Against this background, our conference contribution is founded in a newly started project entitled "Developing innovative and collaborative capability in doctoral education from a gender perspective: Conditions, processes and outcomes in Sweden and South Africa". Based on social rule theory (Burns & Carson, 2002), we assume that learning practices are governed by a range of social rules founded in policies, organisational leadership, scholarly norms, and societal stakeholders. In particular, we are interested in how diverse levels of the doctoral educational system are related (or not) to each other, and how different systems affect the students’ innovative and collaborative development. While our overall project consists of several self-contained but interrelated studies to fulfil this holistic and systems theoretical approach, the first part of our study, reported on here, focuses on the macro level only by analysing national policies and guidelines related to doctoral education. Hence, based on summative content analysis (Hsieh & Shannon, 2005), this conference contribution will illuminate how the expressions of innovation, societal collaboration, gender and related concepts have occurred, converged and developed over time in Swedish and South African national policies on doctoral education from 1970-2017. Certain attention will be given to differences and similarities in these regards when comparing the two nations. Comparing Swedish and South African doctoral education is well justified. In contrast to Sweden, with its long traditions of societal welfare and of producing doctorates, South Africa is now in a phase of significant expansion and construction of doctoral education – with the political aim to strengthen the economy and democracy of their nation (National Planning Commission, 2011). Due to these national differences, our project can contribute to a deeper understanding of both context-specific and global issues within the problem field.
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