| 1. |
- Berglund, Anders, et al.
(författare)
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Kommer det på tentan? : Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Motivation är en av de viktigaste drivkrafterna bakom människors handlingar. Hur en student klarar sina studier beror till stor del på graden av motivation, men också på graden av demotivation. Vi har i den här studien valt att utforska upplevda källor till studenters motivation och demotivation i ingenjörskurser. Dessa har kodats och kategoriserats i termer av kontext, struktur och lärare, och resultatet har jämförts med en liknande omfattande undersökning från USA. Resultaten visar att frågor rörande kurs ens struktur i högre grad anges som viktiga både för motivation och demotivation för våra studentgrupper, jämfört med den andra undersökningen. Vidare förekommer synpunkter kring lärarens förmåga att förklara och lärarens attityd till studenterna i betydligt högre omfattning än lärarens ämneskompetens i sig, vilket kan ses som stöd för att pedagogisk och didaktisk skicklighet bör vara starkt meriterande för undervisande personal. En slutsats är att lärare har mycket stora möjligheter att påverka studenternas motivation både positivt och negativt, och att det är av stor vikt att lärare är både medvetna om, och har verktyg för att hantera, detta.
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| 2. |
- Berglund, Anders, 1974-, et al.
(författare)
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THE PEDAGOGICAL DEVELOPERS INITIATIVE : SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS
- 2017
-
Ingår i: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017.
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Konferensbidrag (refereegranskat)abstract
- Pedagogical projects have often, at KTH Royal Institute of Technology, as well as elsewhere, been initiated and managed by individual enthusiasts rather than dedicated teams. This generally decreases the possibility of successful implementation of more ambitious ideas, e.g., changing educational programs, implementing the CDIO syllabus, or strengthening the pedagogical development of larger parts of the faculty. To enable wider and more effective change, KTH top management therefore launched a universityencompassing three-year project in 2014, in which a group of highly motivated teachers from all schools at KTH were appointed part-time pedagogical developers (PDs). The PDs were given the task of promoting pedagogical development and facilitate cooperation and knowledge exchange among faculty members, as described in two previous papers at CDIO conferences. From 2017, the outcomes of this project are supposed to be integrated parts of the KTH line organization. The project has led to numerous actions, which would have been difficult to set in motion unless given the freedom in time to explore and to develop into a collective effort rather than a myriad of individual “stand-alone” examples. By addressing key areas for pedagogical development, our group of dedicated faculty have tried to surpass the suboptimal "lock-in" of strict individual reasoning and to deal with surfaced questions and relevant issues in a broader collective manner. A major insight confirmed by the project and its many sub-projects has indeed been the fundamental importance of collegial discussions and the creation of processes that facilitate and support teacher cooperation. We have also, through discussions with faculty at KTH, confirmed the need for clearly defined, tangible incentives for teachers, motivating them to participate in pedagogical development activities, even if this means less time left for the traditional pathway to rewards within academia, i.e. research. In this paper, we chart changes that have occurred in the educational practices at KTH by describing and discussing the project’s focus on pedagogical development of faculty, actual execution of changes in the engineering educations, lessons learned along the way, and visions yet to be realised.
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| 3. |
- Berglund, Anders, et al.
(författare)
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The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills
- 2015
-
Ingår i: <em>Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015</em>.
-
Konferensbidrag (refereegranskat)abstract
- This paper put emphasis on change agents within the universities and how local initiatives can be systematically approached and ramped up. Rooted in the challenges and constraints that have been addressed in past educational program initiatives, the case consists of specific focus areas to leverage impact. Universities continuously strives to provide the best conditions for an inspiring and prosperous learning environment, and to provide educational programs with teaching of excellent educational quality. KTH is no exception and therefore the university management has initiated a pedagogical program starting in 2014. One of the first thing initiated within the framework of this pedagogical program is the creation of a group of 24 pedagogical developers.The focus for the pedagogical developers is to facilitate the opportunities for KTHs faculty to work together and create consensus on educational development in different teaching teams. This paper presents the University's pedagogical developers' initiative as a whole and how this has been outlined in detail to reach specific redesign targets. The School of Industrial Engineering and Management pedagogical group consists of five practicing teachers that besides this new role also engage heavily in various courses of the School's departments. Since the pedagogical initiative is aligned with several important CDIO aspects, e.g. the learning environment, formats of formative feedback, assessment and examination there is also importance to reassure this in the existing Master level programs.At KTH the five-year comprehensive Master of Science in Engineering programs concern distinct vocational educations in which the CDIO aspects are very important. At the same time the programs has been divided in a basic level (B.Sc. in Engineering) of three years and a advanced level (M.Sc.) of two years. This has for instance made it harder to align the progression between first cycle level and second cycle level regarding for instance the CDIO efforts (e.g. oral and written communication, teamwork). This paper will therefore discuss and enhance how the pedagogical programme, we as pedagogical developers, can support and strengthen the initiation and implementation of the CDIO aspects in the education.
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| 4. |
- Berglund, Anders, et al.
(författare)
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The pedagogical developers initiative - development, implementation and lessons learned from a systematic approach to faculty development
- 2016
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Ingår i: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016. - : Turku University. - 9789522166104 ; , s. 497-508
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Konferensbidrag (refereegranskat)abstract
- This paper presents a systematic, university--wide approach to creating an encompassing movement towards faculty development. In 2014, KTH Royal Institute of Technology launched the pedagogical developers initiative, appointing part--time pedagogical developers among teachers from all schools of KTH, to implement and strengthen good teaching and learning practices among faculty and students. They are teachers active in different educational programmes, with experience of, and interest in, pedagogical issues. In line with CDIO standard 10, the purpose of the pedagogical developers’ initiative is to facilitate cooperation and knowledge exchange between faculty members, and to establish communities of practice. The paper presents the activities, processes for developing these activities and preliminary results from the initiative’s second year, which focused much on supporting faculty development by putting into place a series of workshops, a format chosen for its combination of active community-building learning and time efficiency. The topics of the workshops emerged to meet faculty needs identified by the pedagogical developers during the first year. The workshops were created by smaller teams of pedagogical developers from different schools of KTH. This enabled a wide array of experiences and perspectives to be incorporated into the workshops. Main focuses of the workshops have been on creating internal discussions in dynamic communities of practice on specific subjects of interest, and on creating forums for exchange of ideas, open to the whole faculty. During Autumn 2015, the workshops have been offered as voluntary add-on parts of the basic course in teaching and learning offered to faculty at KTH. This first round of workshops generated a positive interest from teachers, and participant feedback indicates that they particularly appreciated the opportunity to work directly with their own courses and the opportunity to discuss pedagogical aspects with peers.
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| 5. |
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| 6. |
- Kjellgren, Björn, et al.
(författare)
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The Pedagogical Developers Initiative – Sustainable Impact of Falling into Oblivion?
- 2018
-
Ingår i: Proceedings of the 14th International CDIO Conference. - Kanazawa : Kanazawa Institute of Technology. ; , s. 738-747
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Konferensbidrag (refereegranskat)abstract
- Between 2014-16, KTH Royal Institute of Technology set aside considerable resources in its biggest pedagogical project to date, the Pedagogical Developers Initiative. The project has been continuously reported on at recent CDIO conferences. While aimed primarily at CDIO Standard 10, enhancement of faculty teaching competence, the project managed, by design as much as through accident, to strengthen many CDIO standards and syllabus items. With the conclusion of the project, the constructive practices and ideas that emerged from the initiative were meant to be incorporated into the regular operations of the university, a task that was delegated to each of KTH’s ten schools. However, even though KTH officially labelled the project a success, the schools have taken a non-uniform approach to this endeavour, as they indeed had done to the project as a whole during its duration. Following up on our earlier reports, and primarily using data from interviews and our own observations, the paper looks at which of the initiative’s ideas and practices have survived the end of the project, in what forms, by what means, and what insights and lessons one can draw from this when designing mechanisms for continuous and sustainable improvement of pedagogical practices at a technical university.
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| 7. |
- Almén, Oscar, 1970-, et al.
(författare)
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Kina idag
- 2008
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Bok (populärvet., debatt m.m.)
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| 8. |
- Auffret, Katja, et al.
(författare)
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BADGE: Global competence for sustainable internationalisation in engineering education
- 2021
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Ingår i: Languages for Specific Purposes in Higher Education 2021.
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Konferensbidrag (refereegranskat)abstract
- BADGE: Global competence for sustainable internationalisation in engineering educationThis paper presents a new Erasmus+ funded project, Becoming a digital global engineer (BADGE2020). The project is a three-year collaboration between language and communication teachers at14 technical universities and engineering departments in 12 countries, with partners representingindustry, consultants, educational organizations and students. The rationale behind the project isthe recognition of two facts: the ever-increasing need for global competence among engineeringgraduates and professionals (Parkinson 2009, OECD 2018), and the need to boost and adjustcommunication and language for specific purposes (LSP) teaching to better support sustainableinternationalisation, acknowledging multiculturality and multilingualism.The project was initiated from within a larger network of language and communication teachers attechnical universities in Europe (GELS 2020), established in 2015 to “enhance future engineers’language skills in order to prepare them for the increasingly challenging demands of a globalisedmarket”, and is divided into 8 intellectual outputs: communication course for future engineers,sustainable writing skills for engineers, e-communication skills, global competence andentrepreneurship, podcasting and video casting architecture, soft skills for engineering students,and global competence through IT and serious games.Working in 8 transnational teams, we will develop learning material ranging from course syllabiand exercises, to handbooks and pods, to be made freely available for download and localmodification as open educational resources. Furthermore, the material will be connected to asystem of digital badges that can be used as a supplement to official degree diplomas.ReferencesBAGDE (2020) The Badge Project www.thebadgeproject.eu, accessed 2020-03-25GELS (2020) The GELS network www.clic.eng.cam.ac.uk/news/GELS, accessed 2020-03-25OECD (2018) Preparing our youth for an inclusive and sustainable world. The OECD PISAglobal competence framework www.oecd.org/education/Global-competency-for-an-inclusiveworld.pdf, accessed 2020-03-25Parkinson, A. (2009) “The Rationale for Developing Global Competence” Online Journal forGlobal Engineering Education: Vol. 4: Iss. 2, Article 2.digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1018&context=ojgee, accessed 2020-03-25Note on authorshipAs equal authors and in alphabetical order: Katja Auffret (IMT Mines Albi-Carmaux, École Mines-Télécom,France), Teresa Geslin (Université de Lorraine, France), Ivana Jurković (Veleučilište u Bjelovaru, Croatia), BjörnKjellgren (KTH Royal Institute of Technology, Sweden), Freddi Maria (Università degli Studi di Pavia, Italy), SaulePetroniene (Kaunas University of Technology, Lithuania), Jamie Rinder (KTH Royal Institute of Technology,Sweden), David Tual (Cambridge University, United Kingdom).
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| 9. |
- Bergman, Becky, 1970, et al.
(författare)
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Att utbilda pedagogerna, är det nyckeln till lyckad internationalisering?
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pedagoger har en stor potential till att agera som agenter för förändring. Hur kan denna till stor del orealiserade potential tillvaratas? Kan utvecklandet av en nationell gemensam högskolepedagogisk kurs göra att dessa möjligheter realiseras? En av de uppenbara utmaningarna är de olika behov som finns på landets lärosäten. Under detta interaktiva pass kommer dessa utmaningar att beröras och möjligheter till utformandet av en gemensam högskolepedagogisk kurs att diskuteras med de medverkande.
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| 10. |
- Bergman, Becky, 1970, et al.
(författare)
-
Integration activities in the culturally diverse classroom: crossing the divide
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Many universities have a culturally diverse student population yet face challenges in integrating home and international students successfully. This workshop will present activities and courses underway at both Chalmers and KTH to aid integration. Participants will be involved in discussion and activities concerning intercultural awareness in the classroom with a view to working with these skills with both students and faculty.
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| 11. |
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| 12. |
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| 13. |
- Hoffmann, Mikael, et al.
(författare)
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Do patients or their physicians more accurately assess long-term risk associated with hypertension? A population-based study
- 2020
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Ingår i: Scandinavian Journal of Primary Health Care. - : Informa UK Limited. - 0281-3432 .- 1502-7724. ; 38:2, s. 166-175
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: To compare the assessments of 10-year probability by patients and their physicians of cardiovascular complications of hypertension with actual outcomes. Design: Patients with uncomplicated hypertension treated with at least one antihypertensive drug at inclusion were followed for 10 years through mandatory national health registers. Setting: 55 primary health care centres, 11 hospital outpatient clinics in Sweden Patients: 848 patient, 212 physicians. Main outcome measures: Patients and physicians estimated the probability of hypertension-related complications with treatment (death, heart failure, acute myocardial infarction/AMI, and stroke) for each patient in 848 pairs. Estimates were compared with the clinical outcomes 10 years later using data from the Mortality Register and the National Patient Register. Results: Patients were significantly better (p < 0.001) than their physicians in estimating the average probability of heart failure compared with actual outcome data (14% vs. 24%, outcome 15%), AMI (16% vs. 26%, outcome 8%), and stroke (15% vs. 25%, outcome 11%). Patients were significantly worse (p < 0.001) at estimating the average probability of death (10% vs. 18%, actual outcome 20%). Neither the patients nor the physicians were able to distinguish reliably between low-risk and high-risk patients after adjustment for age and sex. Conclusions: Patients were better than their physicians in estimating the average probability of morbidity due to hypertension. Both the patients and their attending physicians had difficulty in estimating the individual patient’s risk of complications. The results support the use of evidence-based tools in consultations for assessing the risk of cardiovascular complications associated with hypertension.Key points •Shared decision making relies on a common understanding of risks and benefits. Tools for risk assessment of hypertension have been introduced in the last two decades. •Without tools for risk assessment, both patients and physicians had difficulties in estimating the individual patient’s risk of cardiovascular morbidity. •Patients were better than physicians in estimating actual average cardiovascular morbidity due to hypertension during a follow-up of 10 years. •The results support the use of evidence-based tools in consultations for assessing the risk of cardiovascular complications associated with hypertension. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 14. |
- Kjellgren, Björn, et al.
(författare)
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Blended, not stirred: the art of getting high quality blended learning for half the price, or less?
- 2018
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Konferensbidrag (refereegranskat)abstract
- While advocates of blended learning unfailingly promise better learning, they also readily acknowledge that the online material needed is expensive and time-consuming to produce. One rather intuitive solution would be to use pre-existing online material to reap the benefits of blended learning at a discount. This would also serve to maximise the use-value of material already produced.This paper presents the work and outcomes of Blending Swedish, a Nordplus project jointly conducted by KTH Royal Institute of Technology, the University of Iceland, and Aalto University. The project had as focus the newest, most modern large open online course in Swedish, Learning Swedish (LS) – a course that in November 2017 had more than 100,000 registered users after barely two years online.The project intended to find ways to flexibly and efficiently integrate LS – a self-paced course, with no teacher support, and no feedback on oral or written production – into mixed learning environments, based on research and proven experience. The aim was to support the teaching of beginners’ Swedish inside and outside the Nordic region, help teachers interested in e-learning, and increase the efficiency of the already developed online course by suggesting improvements.The most tangible outcome of the project is a teacher’s manual complete with exercises complementing the online course, but the paper will not dwell into the details of this specific course as much as try to identify the general strategies for creating blended learning on the cheap, and discuss the questions that such an approach gives rise to.
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| 15. |
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| 16. |
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| 17. |
- Kjellgren, Björn, et al.
(författare)
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Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions
- 2021
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 13:20, s. 11184-11184
-
Tidskriftsartikel (refereegranskat)abstract
- Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development.
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| 18. |
- Kjellgren, Björn
(författare)
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Fluid Modernity: Wine in China
- 2019. - 1
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Ingår i: The Globalization of Wine. - London : Bloomsbury Academic. - 9781474264990 - 9781474265010 ; , s. 115-132
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Bokkapitel (refereegranskat)
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| 19. |
- Kjellgren, Björn, et al.
(författare)
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Global competence at the technical university : Stakeholder perspectives on educational opportunities and their effectiveness
- 2023
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Ingår i: INTED 2023 Proceedings. - Valencia, Spain : IATED Academy. ; , s. 4014-4022
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Konferensbidrag (refereegranskat)abstract
- The need to equip students with the competencies needed to appropriately and effectively communicate and work together with people from different backgrounds – in this paper referred to as ‘global competence’ – is certainly not a new one, but one which has attracted more and more attention in the wake of technological advances, labour market changes, and various globalizing processes.Yet, for a long time, technical universities tended to turn a blind eye to the need for curriculum development, often tacitly hoping that international mobility would ‘take care’ of this weak link in study programmes heavily dominated by technical subjects. The fact that all but the most ambitious universities failed to include more than a fraction of its students in international mobility made this a flawed reasoning to start with, but by now this insight is also combined with a new awareness of how the coveted linguistic, communicative and cultural (LCC) competence development does not develop spontaneously by itself, in however culturally diverse surroundings, but need to be systematically supported, through curricula design, and by globally competent educators and staff.To better understand the educational thinking and experiences of the stakeholders most crucially involved, a consortium with researchers from three European universities conducted a comparative study of perceptions and expectations using an internationally distributed survey carried out in 2022 (n=860), targeting educators (n=192), students (n=329), and alumni (n=339). In this paper, we focus on a comparison of students' and educators’ views on programme/curriculum content, resources, and opportunities relevant for developing global competence, and their perceived effectiveness. Apart from a critical look at the current state of affairs, we want to draw attention to perceptual discrepancies between the views of educators and students, highlighting the need for better integration of global competence education in engineering programmes. We will also explore internal differences within these two groups, based on geographical and disciplinary backgrounds.Our project’s ultimate goal is to formulate well-grounded and practically applicable recommendations for integrated linguistic, communicative, and cultural training in support of optimized global competence education at engineering and technical universities, and we hope with this paper to provide not only an updated understanding of the educational landscape, but also some hands-on recommendations for educational change.
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| 20. |
- Kjellgren, Björn, et al.
(författare)
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Gärna pedagogisk utveckling - men inte utan tid och erkännande: Lärares syn på pedagogik och utvecklingsarbete
- 2020
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Konferensbidrag (refereegranskat)abstract
- Kvalitet i högre utbildning förutsätter ett kontinuerligt och hållbart engagemang för pedagogiskutveckling bland lärare och ledning. Universitetsledningens intentioner framgår i de styrdokument,handlingsplaner och visioner som tas fram på lärosätet och innehåller som regel fina ord omutbildningens betydelse även vid forskningstunga institutioner. Det är svårare att skaffa sig en bild avden undervisande personalens bild av detta, dels för att de flesta av dem inte är inkluderade idiskussionerna och dels för att det kan finnas ett gap mellan de frågor som lärare ser som relevantaoch de frågor ledningen är intresserad av att driva.Åren 2014-2016 genomförde KTH en satsning för att bredda det pedagogiska engagemanget ochminska avståndet mellan universitetets högskolepedagoger och övriga lärare genom att utsepedagogiskt intresserade lärare till pedagogiska utvecklare på deltid. Några av dessa pedagogiskautvecklare utvecklade en enkät för att undersöka hur den undervisande personalen såg på en radfrågor relaterade till arbetssituation, förutsättningar för eget och kollegialt lärande, undervisningensmeritvärde och tankar om nuvarande och framtida pedagogik. Undersökningen var också tänkt attutifrån ett kollegialt perspektiv utforska hur lärarna såg på den faktiska situationen jämfört med derasidealbild av universitetspedagogik och universitetsarbete. Tanken var även att följa utvecklingenlongitudinellt för att identifiera trender och resultat av pedagogiska satsningar. Enkäten har hittillsskickats ut två gånger, 2016 (2240 respondenter, 20,0% svarsfrekvens) och 2019 (2534 respondenter,16,8% svarsfrekvens).Vi kommer i vårt bidrag att redovisa några av de intressantare resultaten från undersökningarna ochdiskutera implikationerna av dessa både för lärare och för universitetsledning. Vi finner att det blandrespondenterna finns ett starkt pedagogiskt intresse och en tendens till ökat kollegialt samarbete kringpedagogik, något som i litteraturen lyfts fram som ett tecken på framgångsrika mikrokulturer. Det finnsockså en konstant syn på att universitetet inte gör tillräckligt för att stödja och premiera pedagogisktarbete och ett relativt svagt förtroende för universitetets pedagogiska ledarskap men också förstudenternas pedagogiska engagemang. Vi kommer också att lyfta fram studien som en potentiellmodell för gräsrotsdrivna pedagogiska initiativ och redogöra för den speciella arbetsgång som liggerbakom vårt arbete. Inför framtiden visar vi också på de effekter det kan tänkas få, exempelvis genomatt permanentas som en del av universitetets kvalitetssäkringsarbete. Sist men inte minst kommer viatt betona vikten av att lärarnas åsikter kopplas till studenternas upplevelser av lärmiljöer och till derasmöjligheter att reellt bidra till det pedagogiska förändringsarbetet vid universitetet.
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| 21. |
- Kjellgren, Björn, et al.
(författare)
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Interkulturell kompetens : Vad gör vi för studenterna, och hur bra?
- 2015
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Ingår i: Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. ; , s. 6-7
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Konferensbidrag (refereegranskat)abstract
- Ingenjörer verkar på en allt mer globaliserad arbetsmarknad, vare sig det är i Sverige eller utomlands. Förmågan att hantera kulturmöten på ett konstruktivt sätt blir allt viktigare när såväl teammedlemmar som arbets- och uppdragsgivare kommer med erfarenheter och förväntningar andra än ens egna. Utgående från erfarenheter och observationer på KTH och Chalmers vill vi bjuda in till ett framåtsyftande samtal om hur det står till med utvecklandet av interkulturella kunskaper och färdigheter på våra ingenjörsutbildningar idag. Vilka erfarenheter har vi, vilka gemensamma problem? Vilka lösningar har vi provat, och vilka idéer kan vi dela med oss av till varandra?
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| 22. |
- Kjellgren, Björn, et al.
(författare)
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Introducing Global Competence in Swedish Engineering Education
- 2018
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Ingår i: FIE 2018 Proceedings.
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Konferensbidrag (refereegranskat)abstract
- This innovative practice work in progress paper describes a recently launched university-wide initiative to strengthen global competence education at Sweden’s largest technical university, KTH Royal Institute of Technology. Current engineering education is expected to equip graduates with the skills needed to work effectively and ethically in environments characterized by social and cultural diversity. While this is commonly agreed on, adjusting program curricula to meet this need has proven to be a challenging task. To address this issue in a pragmatic way, KTH decided in 2016 to introduce an extra-curricular Certificate of Global Competence as a non-intrusive way of complementing existing programs. The certificate is made up of two courses and an international experience. This initiative has been designed to not only help students develop global competence but also to encourage and ensure quality in international mobility. As the certificate courses are elective for all programs at the university, students are presented with an opportunity to work closely together with people from different programs and backgrounds. This fosters cross-disciplinary understanding and encourages international-ization at home. The novelty of the certificate—nothing like it existed at any Swedish university—created uncertainty at the top management level. Even though one of the advantages of the certificate was the fact that it would strengthen the university’s global competence education while leaving existing programs untouched, the validation process took more than two years. However, the final result was that this bottom-up initiative is now endorsed by top management and part of the university’s internationalization endeavors. This paper presents the process of introducing the certificate as well as initial findings from the first courses, plans to extend the global competence initiative to faculty members and make the certificate an integral part of the university’s overall internationalization agenda.
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| 23. |
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| 24. |
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| 25. |
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| 26. |
- Kjellgren, Björn, et al.
(författare)
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KTH Certificate of Global Competence: Getting the most out of diversity and internationalisation?
- 2020
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Ingår i: Bidrag från 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - Luleå : Luleå tekniska universitet. ; , s. 72-75
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Konferensbidrag (refereegranskat)abstract
- KTH has long been one of Sweden’s most internationalised universities, measured in the usual way with structural indicators, e.g., counting the numbers of international mobilities for students and staff, the numbers of dual and double degree programmes, the percentage of transnational staff and the numbers of international research projects and co-publications. However, these statistics, flattering as they may look, say very little about the quality of internationalisation and less still about the realisation of the desired outcomes of internationalisation. In 2017, KTH launched a university-wide extra-curricular Certificate of Global Competence, which promised to solve a number of problems at the university and programme levels and to provide real benefits to the students. This paper will discuss the importance of educating engineering students for a globalised world, illustrating KTH’s internationalisation efforts and the Certificate of Global Competence. While course feedback appears encouraging, it remains to be seen if the certificate can indeed deliver all the benefits promised, if for no other reason than due to the uncertainty surrounding the ways of assessing and reporting them. This paper argues that despite having taken an important step in the right direction, a future model combining general global competence training integrated in regular programme courses with more in-depth global competence education would provide many benefits, striking a pragmatic and sustainable balance on the road towards global competence and comprehensive internationalisation.
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| 27. |
- Kjellgren, Björn, et al.
(författare)
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Looking from the inside: Peer-exploration of teaching and learning experiences and attitudes among faculty at a technical university
- 2020
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Ingår i: Proceedings of the 2020 IEEE Frontiers in Education Conference (FIE). - Uppsala : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- This full paper presentation starts with the understanding that in the present-day audit society, in which most academics also find themselves, assessment and probing are usually done from positions of higher authority, and not always with quality improvement as the main driving force. In the context of teaching and learning in higher education, this can result in pedagogical evaluations that seem to take uncalled-for interest in areas of little concern to teachers, potentially omitting areas of greater interest to them. In contrast, this paper describes the process and outcomes of a grass-roots initiative to assess the experiences and attitudes toward teaching and learning at the university among peers. In 2014, a university-financed project was launched at KTH Royal Institute of Technology to engage more teachers in the university’s educational development work. The university initially selected 24 self-nominated teachers who were given relatively free reins to work on educational development projects. This project was one of them.The assessment took the form of a survey targeting all teaching – or potentially teaching – faculty at the university, carried out first in 2016 and then repeated in 2019. The first survey was sent out to 2,204 respondents, and the second to 2,534 respondents, with response rates of 20% and 17% respectively. This paper will describe the process of designing these surveys, looking at what was asked about and what was not asked about, as well as the process of getting internal approval for sending them out to a survey-fatigued faculty. The paper also reports on the results in terms of both some key findings and in terms of the effect of the survey work itself on different stakeholders and potential agents of change at the university. Most importantly, however, this paper will discuss the conditions and prerequisites for grass-roots initiatives such as this to succeed, based on the literature and on the experiences gained through the survey work. Grounded in this discussion, we will suggest strategies to help teachers at other universities successfully repeat this or similar endeavours.
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| 28. |
- Kjellgren, Björn
(författare)
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Nurturing the National Pedagogical Ecosystem: The Case of Sweden 2022-2023
- 2024
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Ingår i: ICED24 Book of Abstracts. ; , s. 101-101
-
Konferensbidrag (refereegranskat)abstract
- This paper focuses on an unprecedented government initiative to boost the field of Swedish higher education teaching and learning in 2022-2023, seen from the perspective of Swednet, the Swedish Network for Educational Development in Higher Education. In late 2021, the Swedish Council for Higher Education (UHR) received a government mandate to coordinate a major initiative in higher education pedagogy in 2022 and 2023 with the aim of improving the quality of teaching and learning in higher education. UHR was instructed to disseminate information and good examples of how higher education institutions work with higher education pedagogy, encourage and help finance co-creation of new resources, and be responsible for the exchange of experiences, not only between the higher education institutions but also involving other 'relevant actors' on the national level. For the initiative the UHR received a total of 30 million SEK (approx. € 2.6 million), of which at least 20 million were earmarked for distribution to higher education institutions and organisations within higher education pedagogy. This was an initiative that had long been asked for by different stakeholders, not least the Swedish National Union of Students, but also by Swednet, one of many active partners in planning and executing the initiative. UHR did indeed rely on the different stakeholder organisations for designing activities and ways of allocating funding for the planning and realisation of the initiative. Calls for ongoing enhancement based on the initiative's projects were, however, curtailed by the new government in 2023.With the initiative set to officially conclude by December 2023, we will critically outline the range of projects underway, addressing some of the needs most acutely felt by various stakeholders. Participation in the initiative has provided valuable insights into the complex ecosystem of higher education pedagogy. It has also raised critical questions about the impact and sustainability of the initiative’s projects, as well as concerns about the ecosystem itself. Finally, we will discuss the power relations of the stakeholders involved from a more theoretical perspective, an important aspect in a nation where many of the stakeholders involved, e.g., Swednet, are both wholly independent from the state, being Non-Profit Educational Organisations or open and less formally organised networks, and at the same time being fundamentally reliant on the government, the state being responsible for financing both the initiative and the absolute majority of HEIs, and indirectly many of the regular activities of the stakeholders in the pedagogical ecosystems.
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| 29. |
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| 30. |
- Kjellgren, Björn, et al.
(författare)
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Redesigning international student mobility for global competence development
- 2022
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Ingår i: <em>2022 IEEE Global Engineering Education Conference (EDUCON)</em>. ; , s. 1104-1112
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Konferensbidrag (refereegranskat)abstract
- Engineering graduates are increasingly expected to possess a certain level of global competence to work in the diverse and intercultural collaborations of the modern profession. With stringent programme curricula and educators being technical – and not global learning – experts, higher education institutions (HEIs) often look at international student mobility as the solution for preparing students for culturally diverse working environments. Nevertheless, literature and widely shared experience have identified two major shortcomings of international mobility: low degree of participation, and lack of insights into actual learning outcomes of international student mobility. Our work aims to address these issues by exploring students’ perspectives on international mobility experiences. A student survey collecting the voices of 639 students from more than 30 countries provides insights into the motivation for (and against) participation, support received, as well as the challenges encountered by students on their way to international mobility experiences, and also reveals the students’ perceptions of opportunities for global competence development in their host countries. Based on the students’ experiences, we can provide suggestions for how international student mobility could be redesigned in order to better support and enhance global competence development among students.
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| 31. |
- Kjellgren, Björn, et al.
(författare)
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Struggling at the Core : Multilingualism and multiculturalism in a European University Alliance
- 2022
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Ingår i: 50th Annual Conference ofThe European Society forEngineering Education, proceedings. - Barcelona : Universitat Politècnica de Catalunya. ; , s. 1260-1273
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Konferensbidrag (refereegranskat)abstract
- With the ultimate aim of finding ways to improve the systematic integration of linguistic and cultural competencies in engineering education, this paper addresses how culture and language competency education is discussed within a technical European University Alliance and how this discourse is translated – or not – into educational initiatives and activities. By doing this, we aim to put focus on the gap between a certain European Union ideology – “united in diversity” – which is at the very heart of the EU project, and the everyday practices at technical universities, where linguistic and cultural competency education are often considered as marginal activities or elective add-ons compared to the hard core of technical subjects.The paper is based on European University Alliance documents and the observations and experiences made within one alliance’s working group on cultural and linguistic training during 2020-2022. We suggest that the gap between the rhetoric of multilingualism and multiculturalism and the reality of teaching and learning within the alliance has at least two sources: a tendency to engage in magical thinking where global competence develops “spontaneously” in international settings and a tendency to avoid addressing difficult questions, e.g., what multilingualism and multiculturalism actually mean in contemporary engineering education. This paper will provide some of the crucial questions that need addressing if we want to move beyond the empty rhetoric, as well as some practical suggestions for a systematic integration of cultural and linguistic competency education into engineering education.
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| 32. |
- Kjellgren, Björn, et al.
(författare)
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Ta Vie : Global competence eurostyle
- 2019
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings. - : American Society for Engineering Education.
-
Konferensbidrag (refereegranskat)
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| 33. |
- Kjellgren, Björn, et al.
(författare)
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The English-only fallacy and global competence: rethinking linguistic diversity in higher education
- 2024
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Ingår i: INTED 2024 Proceedings. - Valencia : IATED Academy. ; , s. 4260-4264
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Konferensbidrag (refereegranskat)abstract
- University graduates capable of addressing global challenges require a sense of global citizenship and the ability to understand, communicate, and work effectively and appropriately with people from different backgrounds. Linguistic diversity comprises a crucial cultural asset, yet the Englishisation of higher education and the emergence and development of text-generating tools may drastically reduce the perceived importance of language learning. This paper is empirically based on the analysis of two text-based datasets from course participants in a teacher training course (n=19) and a lifelong learning course (n=52), looking for examples of experiences, plans, and attitudes towards multilingualism in educational settings. We discuss the opportunities and challenges of a specific focus on students’ linguistic diversity as a vehicle for cultural and global competence learning, and offer suggestions for an institutional approach to empowering teachers, staff and students to enable this change. Finally, we emphasise the need for empirical studies to understand how multiculturalism and multilingualism can be effectively integrated into higher education, and we highlight the implementation of a recently adopted policy on multilingualism and multiculturalism by one of the European University Alliances as a promising area for future research.
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| 34. |
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| 35. |
- Kjellgren, Björn, et al.
(författare)
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Virtually Impossible? : Introducing Virtual Exchange Courses in a European University Alliance
- 2023
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Ingår i: INTED2023 Proceedings. - Valencia : IATED Academy. ; , s. 3240-3245
-
Konferensbidrag (refereegranskat)abstract
- Virtual exchange courses have great potential. They allow students to participate in classes not offered locally, thus extending the available educational offer as well as contributing to educational equality. They are also prime examples of sustainable internationalisation. By allowing more participants than traditional international mobility, they can be a major force in enhancing the integration of the European educational landscape, providing an accessible international experience, benefitting both participating students and their teachers. But scaling up from individual teachers’ usually informal Collaborative Online International Learning projects to a systematic integration in an international consortium of universities, has proven a difficult and far from always successful process. This paper is based on the experience and learning journey of offering virtual exchange language and global competence courses within one of the first 17 European University Alliances projects launched in 2019, made up of seven (from 2022 nine) technical universities. While the literature on virtual exchange has mainly focused on the digital pedagogical competence of the teachers involved, in this paper we will draw attention to other, often overlooked, “educational hygiene factors” (pace Herzberg), crucial for building functional and effective routines across national and institutional borders. Specifically, we highlight three major, interconnected, challenges encountered during the deployment and implementation of the studied European University Alliance's virtual exchange offer: the gap between official aspirations and everyday practice within the alliance; the complexities involved in coordinating and syncing different national and institutional schedules and routines; and the difficulties of reaching out to and retaining students. Data for the study come from course statistics, participant observation, and interviews with involved technicians, administrators, teachers, and students. We believe the experiences and learning trajectory presented in this study are relevant to anyone interested in systematic approaches to introducing virtual exchange courses as an effective means for sustainable internationalisation, be these within the framework of European University Alliances or other forms of international Higher Education Institution collaborations.
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| 36. |
- Kjellgren, Björn
(författare)
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Ways and Benefits of Closing the Gap : Aligning Language and Communication Teaching with the Technical Curriculum
- 2020
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Ingår i: 2020 IEEE Global Engineering Education Conference (EDUCON). ; , s. 1266-1271
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Konferensbidrag (refereegranskat)abstract
- This paper describes the background, process and results of two educational change projects at the language and communication department of a major European technical university during 2016-2019. Working in two consecutive steps with the Global Engineers Language Skills (GELS) framework, and the OECD definition of Global Competence, syllabi and learning activities were revised to improve alignment of the language and communication courses offered by the department with the overall technical curriculum of the university, and make them better tools for internationalisation and work toward sustainable development. Apart from improved alignment and quality enhancement, i.e., courses more suited to the needs of engineering graduates, to the university, and to society, the course projects were also aimed at faculty competence development. While overall successful, the projects – as with most endeavours toward educational change – also encountered some challenges and setbacks. The purpose of the paper is both to describe the work undertaken, and to explore what lessons can be learned with a view to similar projects at other technical universities.
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| 37. |
- Kjellgren, Karin I, 1950, et al.
(författare)
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Patients' and physicians' assessment of risks associated with hypertension and benefits from treatment.
- 1998
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Ingår i: Journal of cardiovascular risk. - 1350-6277. ; 5:3, s. 161-6
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Perceptions of effects of a medical regimen may affect patients' adherence to therapy. OBJECTIVE: To assess concordance between patients' and physicians' estimations of the risks of hypertension and benefits of treatment during a regular follow-up appointment. DESIGN: A population-based Swedish multicentre study. Patients were included consecutively from a randomized selection of centres (55 primary health care centres and 11 clinics of internal medicine). METHODS: A questionnaire was given to 1013 patients undergoing their individually prescribed antihypertensive therapy and 212 physicians who were caring for these patients. RESULTS: Without therapy, patients perceived the risks of cardiovascular complications to be higher than did their physicians. Patients were not aware that an increasing number of risk factors has an impact on the risk of complications. Patients furthermore rated the benefits of treatment higher than did their physicians (P<0.001). Of the patients, 14% had blood pressures < or = 140/90 mmHg. Most of the patients (61%) were not aware of their target blood pressure. However, when the target pressure was communicated to patients by the physician, patients remembered it accurately. The patients were generally not willing to trade even minor side effects from antihypertensive therapy for benefits of treatment. CONCLUSIONS: There was a high degree of inconsistency between patients' and physicians' estimations of risks of hypertension. Patients estimated the effects of treatment to be more beneficial than did their physicians.
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| 38. |
- Kjellgren, Karin I, 1950, et al.
(författare)
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Perceived symptoms amongst hypertensive patients in routine clinical practice- a population-based study.
- 1998
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Ingår i: Journal of internal medicine. - : Wiley. - 0954-6820 .- 1365-2796. ; 244:4, s. 325-32
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: To compare perceived symptoms between patients undergoing antihypertensive therapy and hypertensive patients without drug treatment, and to assess reasons for change of antihypertensive medication in routine clinical practice. DESIGN: Population-based multicentre study. Consecutive patients from a randomized sample of centres were given a standardized questionnaire to assess symptoms as well as opinions about their antihypertensive drugs. SETTING: Fifty-five Swedish primary health care centres and 11 clinics of internal medicine. PATIENTS: One thousand and thirteen hypertensive patients on their individually prescribed antihypertensive medication and 13 5 without antihypertensive therapy. MAIN OUTCOME MEASURES: Prevalence and perception of symptoms with and without antihypertensive drug therapy, changes of medication and reasons for this. RESULTS: Amongst the group of patients on antihypertensive medication, 57% spontaneously reported having had symptoms of high blood pressure before they started their drug therapy. Amongst the patients without antihypertensive drugs, 52% reported having such symptoms. When answering direct questions about different symptoms related to current drug treatment or increased blood pressure, patients with and without medication reported symptoms to a similar extent: 80 and 85%, respectively. A majority of patients (64%) had changed their medication during the course of treatment (range 0-61 years). The mean number of changes was 2.4 times over 12 years. The most common reported cause for changing drug treatment was side-effects (42%). CONCLUSIONS: The study shows that patients in general perceive symptoms from hypertension. Antihypertensive medication decreases the frequency and intensity of symptoms that might be related to high blood pressure but adds other symptoms linked to the medication. Changes in medication were mostly related to side-effects. The follow-up should pay attention to patients' experience of treatment. A sign of a well-managed hypertension population would be a decrease of symptoms over time.
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| 39. |
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| 40. |
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| 41. |
- Ortiz-Marcos, Isabel, et al.
(författare)
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A framework of global competence for engineers : the need for a sustainable world
- 2020
-
Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 12:22, s. 9568-9568
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents the results of the first part of the Tools for Enhancing and Assessingthe Value of International Experience for Engineers (TA VIE) project, launched in 2018, and outlinesa contemporary understanding of global competence for engineers, as understood by Europeanengineering companies. Striving to make engineering education more comprehensively aligned tothe United Nation’s Sustainable Development Goals (SDGs), and thereby meeting demands fromindustry and society, the notion of “global competence” has attracted more and more attentionfrom engineering schools. While there is no universally agreed on definition of global competence,the OECD (Organization for Economic Co-operation and Development) definition, which explicitlycombines global awareness and intercultural communication competence with sustainability eorts,seems potentially well positioned to inform higher education institutions’ (HEI) global competenceeducation. This is perhaps especially so when it comes to international student mobility, an areawhich is regularly seen as an important means to enhance global competence while all too oftenbeing assessed not in terms of qualitative student development, but in terms of structural indicators.However, in order to assess and improve curricula and mobility programs, the desired learningoutcomes must first be specified. Based on research in five European countries (Spain, Italy, Sweden,France and Hungary), this paper details the understanding, requirements and perceived skill gapsof companies hiring engineering graduates, a first step towards improved and assessable globalcompetence education for engineering students.
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| 42. |
- Richter, Tanja, et al.
(författare)
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Engineers of the future: student perspectives on integrating global competence in their education : student perspectives on integrating global competence in their education
- 2023
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education.
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| 43. |
- Richter, Tanja, et al.
(författare)
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Global Competence Needs : A Comparative Study Of Stakeholders’ Perspectives On Engineering Education
- 2023
-
Ingår i: 19th CDIO International Conference, CDIO 2023 - Proceedings. - : Chalmers University of Technology. ; , s. 931-940
-
Konferensbidrag (refereegranskat)abstract
- Upon graduation, engineering graduates will find themselves in diverse, interconnected, and fast-paced work environments. Global competence, which encompasses different types of knowledge, skills and attitudes, is what will help them navigate successfully through the variety of situations they may encounter. Accordingly, its development should be an integrated core aspect of today’s engineering education. Acknowledging the problems with current approaches to doing so – in particular, the vagueness of the concept and the issues of prioritizing learning content in already crowded curricula - this paper compares the perceived need and value of specific competencies according to key stakeholders. Based on a previous literature review, a survey focusing on a set of 15 frequently mentioned competences was developed and distributed internationally. The perspectives of three types of stakeholders - engineering professionals (n=339), educators (n=200), and students (n=331) – were collected and broadly analyzed according to the perceived importance of the competencies. Overall, we found agreement among the stakeholder groups, and the majority of our proposed competences were perceived as either important or very important by the respondents. Among the competences, teamwork and collaboration and English language skills stood out, while other language skills were perceived as less important. Comparing the groups, we found that professionals tended to value several social competences more highly and subject-specific competences less highly than academic stakeholders. In our discussion, we offer possible explanations for these findings, which allow inferences for educational change towards a more globally competent higher engineering education.
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| 44. |
- Richter, Tanja, et al.
(författare)
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Supporting global competence learning for engineering students: Four key lessons (to be) learnt
- 2022
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Ingår i: 50th Annual Conference ofThe European Society forEngineering Education, proceedings. - Barcelona : Universitat Politècnica de Catalunya. ; , s. 1480-1490
-
Konferensbidrag (refereegranskat)abstract
- Global competence is an essential attribute for engineering graduates working in an interconnected and culturally diverse world, and higher engineering education needs to adapt to ensure that their students will acquire it before entering the labor market. For universities, the only way to ensure comprehensive global competence learning for all students is the holistic integration of related learning outcomes throughout curricula – which requires engineering educators to be able to (re)design their courses and programs accordingly. Considering that most engineering educators are subject experts of their discipline – but lay people when it comes to such competencies – we set out to compile a practical guideline for those wanting to integrate global competence learning within their disciplinary courses. Following a participatory action research approach, we connected our own insights as global competence educators at a technical university with those of several cohorts of engineering educators and students enrolled in global competence courses. Synthesizing these insights, we could identify four essential lessons for integrated global competence learning: 1) learning opportunities can be found (nearly) everywhere, 2) relevance and authenticity must be emphasized, 3) theory and practice need to be integrated and 4) global competence cannot be taught, but it can be learnt. These lessons are illustrated with practical examples for fostering global competence learning in regular engineering courses.
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| 45. |
- von Walden, Ferdinand, et al.
(författare)
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Effect of acute transcranial magnetic stimulation on intracellular signalling in human skeletal muscle
- 2020
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Ingår i: Journal of Rehabilitation Medicine. - : Stiftelsen Rehabiliteringsinformation. - 1650-1977 .- 1651-2081. ; 52:2
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To investigate the potential of an acute bout of transcranial electrical stimulation to induce anabolic signalling.DESIGN: Experimental intervention on healthy subjects.SUBJECTS: Ten healthy subjects, 5 women and 5 men (mean age (standard deviation (SD) 32 years (SD 4)).METHODS: The quadriceps muscle was stimulated at a frequency of 10 Hz for 10 s, followed by 20 s of rest, repeated 40 times over 20 min. Electromyography and force data were collected for all transcranial electrical stimulation sequences. Muscle biopsies were obtained from the vastus lateralis muscle before and 1 and 3 h after stimulation.RESULTS: One bout of transcranial electrical stimulation decreased phosphorylation of AKT at Thr308 (1 h: -29%, 3 h: -38%; p < 0.05) and mTOR phosphorylation at Ser2448 (1 h: -10%; ns, 3 h: -21%; p < 0.05), both in the anabolic pathway. Phosphorylation of AMPK, ACC and ULK1 were not affected. c-MYC gene expression was unchanged following transcranial electrical stimulation, but rDNA transcription decreased (1 h: -28%, 3 h: -19%; p < 0.05). PGC1α-ex1b mRNA increased (1 h: 2.3-fold, 3 h: 2.6-fold; p < 0.05), which also correlated with vastus lateralis electromyography activity, while other PGC-1α variants were unchanged.CONCLUSION: Acute transcranial electrical stimulation of skeletal muscle in weight-bearing healthy individuals did not induce anabolic signalling, and some signs of impaired muscle anabolism were detected, suggesting limited potential in preventing muscle wasting.
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