| 1. |
- Frisk, Henrik, et al.
(författare)
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Acts of Creation : Introduction
- 2015
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Ingår i: Acts of Creation : Thoughts on artistic research supervision - Thoughts on artistic research supervision. - 9789187483165 ; , s. 7-18
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Lindberg-Sand, Åsa, et al.
(författare)
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Contextual and conceptual ambiguities in supervision of artistic research : experiences from Konstnärliga forskarskolan
- 2015
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Ingår i: Acts of Creation : thoughts on artistic research supervision. - 9789187483165 ; , s. 189-220
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Bokkapitel (refereegranskat)abstract
- To accept the nomination to become the supervisor of a PhD candidate is not only to step into a specific, challenging and potentially rewarding relationship, but also to enter a new zone of uncertainty: what kind of contribution to this relationship is expected from me? In what ways is this new professional task framed and supported by the institutional context to which I belong? What do I gain from becoming a supervisor? In this chapter we draw together our experiences of spending many hundreds of hours listening to and discussing with supervisors of PhD candidates from a wide variety of research domains. We use our experiences from ten years of arranging pedagogical support for supervisors in the form of courses and seminars, and use what we have learned in these meeting places as material to describe how we perceive the cultural and contextual conditions for supervising PhD candidates both in general and in the emerging field of artistic research. The aim is therefore not to describe or evaluate our pedagogical efforts, but to use what we have encountered and reflected on in seminars with supervisors over the years. Another aim is to shed some light on the cultural and contextual conditions for supervising artistic research by comparing and contrasting the situation of the supervisors in this relatively new field with the situation in other fields of research. A more personal aim is to try to disentangle some of the persistent puzzlement that followed us through the years with Konstnärliga forskarskolan (KFS). Why was it that over and over again we were troubled by a feeling that the supervisors, compared to our expectations, were not regarded as being crucially important for the development of artistic research?In this chapter we will first discuss the importance of supervisors for doctoral education and for the regeneration and development of research, both in general and for new fields, with continuous references to artistic research, as it was mirrored to us through KFS. We will then continue along a road where we look at a number of contextual conditions (such as the learning trajectories of artists) and practiced concepts (such as interdisciplinarity and practice-based research), where we have experienced intriguing differences in artistic research when compared to other research environments. Finally, we offer two scenarios staging the institutional and cultural conditions for supervising artistic research in two quite different ways. They are constructed as ideal types and as a tool to disentangle some of the ambiguities supervisors have to face in the real settings where they meet their PhD candidates, and where everything is mixed up, as in life itself. Finally, we end our chapter by pointing out a ghost scenario, which we hope will disappear with the continued development of artistic research.
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| 3. |
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| 7. |
- 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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| 8. |
- 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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| 9. |
- 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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| 10. |
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| 11. |
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| 13. |
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| 14. |
- Elmgren, Maja, et al.
(författare)
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Doctoral education shapes the academy – what shapes doctoral education?
- 2014
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Ingår i: Proc. ICED 2014. - London : International Consortium for Educational Development. ; , s. 274-274
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Konferensbidrag (refereegranskat)abstract
- For universities all over the world, the strategic importance of doctoral education has increased over the last decades. Both locally and internationally we can observe growing activity in three interrelated areas of doctoral education: policy, knowledge formation and practice. Doctoral education is moving and has become a concern for the field of educational development.In a recent Swedish report on quality and leadership in doctoral education1 we elaborate on the many different ways in which doctoral education is essential for the regeneration, legitimacy and development of the academy and all its practices.We also describe how doctoral education to a large extent is built upon and integrated with other academic practices; primarily research but also undergraduate education and public outreach, and as a consequence is highly dependent on the organisation, infrastructure and quality enhancing processes of these.This reciprocal relationship and interdependence between the academy and doctoral education is under-studied and recent and future changes to doctoral education, at the policy as well as at the practice level, could mean considerable and unpredictable consequence for the academy. In our report we identify an on-going shift in power over Swedish doctoral education – away from the academy and towards the political arenas and funding bodies. This shift has reshaped both content and form of doctoral education. There is a marked risk that such changes could undermine the academy’s capacity to fulfil its mission.In this paper we will discuss conditions and recent developments in Sweden that is currently shaping doctoral education and describe the mechanisms at work.We will end by addressing a few areas of particular concern for educational development
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| 15. |
- Elmgren, Maja, et al.
(författare)
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Evaluation Practices of Doctoral Examination Committees : Boundary-Work Under Pressure
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Ingår i: Minerva. - 0026-4695.
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Tidskriftsartikel (refereegranskat)abstract
- The doctorate forms the basis for academic careers and the regeneration of academia, and has increasingly become important for other sectors of society. The latter is reflected in efforts on institutional, national as well as supranational levels to change and adapt the doctoral degree to new expectations. As doctoral education is embedded in research, changes in governance and funding of research further affect the doctorate. The evaluation of the doctoral thesis appears, however, to have remained true to the academic tradition: an examination committee exercising their gatekeeping in a ceremonial setting. This study sets out to explore doctoral examination committees’ evaluation practices. Insights were gained through six focus group interviews with experienced examination committee members at three large research-intensive universities in Sweden. Of particular interest is how the object of evaluation is formed, the nature of the boundary-work conducted, and variations in examination practices related to different and changing conditions for research and doctoral education. Our results show how the object of evaluation emerges through a gradual interpretation of the thesis and defence, becoming more complex and nuanced as the process of evaluation progresses from its initial stages to the final closed discussions of the committee. The finalised object of evaluation, only fully present at the conclusion of the closed meeting and hence transient in nature, encompasses the research contribution, educational achievement, and academic competence of the candidate. Furthermore, the boundary-work conducted in this process often transcends the object of evaluation to include also supervision and the local context for doctoral education and research, and hence contributes to upholding, and potential changing, norms in research fields, educational contexts, and academia at large. This extended boundary-work intensified as problems and inconsistencies were discovered during the evaluation process. The ceremonial staging underscored the gravity of the decision and the extended boundary-work. Despite changing conditions for the doctorate, our findings highlight the importance of the practice of evaluation committees, and the disciplinary communities to which they belong, for upholding and negotiating norms in academia.
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| 16. |
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| 17. |
- Elmgren, Maja, 1964-, et al.
(författare)
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The formation of doctoral education
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report has been translated from Swedish and adapted for an international audience. The original report, Leadership for quality in doctoral education1, was commissioned by the Association of Swedish Higher Education. Here we describe and discuss doctoral education as policy, practice and as an object of knowledge, and highlight a number of questions that are important for the management and leadership of doctoral education, today as well as in the future. The policy trends, changing circumstances, and challenges we discuss here are to a large extent international. Sweden specifically, with its long history of government regulation of doctoral education and swiftness to adapt to the ideas of the knowledge economy, provides an interesting case. We represent two different Swedish universities, three disciplines and four contexts. Together, we have held positions as heads of department, directors of doctoral studies, faculty board members, quality coordinators and educational developers. We have developed and given courses for doctoral supervisors, doctoral students, and leaders of doctoral education in most subject fields. Our research includes assessment practices in doctoral education, the practices of peer review, leadership and management of doctoral education, and the European higher education curriculum reform. Furthermore, we have personal experiences of supervision, supervisor collegia, and the practices of peer review within different subject fields. As a result, we have gained a broad insight into the diverse practices of doctoral education and supervision, and into the different ways in which policies may affect fields of research and doctoral education By describing, contextualizing, contrasting and problematizing doctoral education we aim to provide support for the continued development of this level of education.We are very grateful to The Association of Swedish Higher Education’s Expert panel for quality assurance queries and to the participants at the conference Leadership and quality in education, research and doctoral education for constructive comments on various drafts of this report.
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- German Millberg, Lena, 1958-
(författare)
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Akademisering av specialistsjuksköterskans utbildning i Sverige : Spänningsförhållanden med anledning av utbildningsreform i enlighet med Bologna
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Licentiatavhandlingens övergripande syfte var att studera konsekvenser av ökad akademisering och akademiskt lärande inom Svensk specialist-sjuksköterskeutbildning efter genomförande av ny utbildningsreform enligt Bologna.Bakgrund: Specialistsjuksköterskor förväntas i dagens hälso– och sjukvård att kunna bedriva en patientsäker och evidensbaserad vård, vilket kräver akademisk kompetens. Utbildningen till specialistsjuksköterska fördes i och med Bolognaprocessens införande i Sverige 2007 till avancerad utbildningsnivå. Både yrkesexamen och akademisk examen (magisterexamen) skulle inkluderas och integreras i samma utbildning. Detta medförde en förändring från en ämnesinriktad (samlingskodsinriktad) läroplan till en läroplan som syftar till att integrera ämnen (integrationskodsinriktad). Förutom ämnesintegrering skulle yrkesspecifika mål integreras med akademiska mål.Metod: Artikel I genomfördes i form av ett didaktiskt aktionsforskningsprojekt som pågick under 2½ år. En projektledningsgrupp (n=15-18) från fem lärosäten bildades. Denna grupp har aktivt deltagit i hela aktionsforskningsprocessen och vid projektmöten. Vid varje lärosäte utsågs en projektansvarig som ansvarade för den lokala aktionsforskningsprocessen. Dessa personer samlande in data i form av kursplaner, utbildningsplaner, studiehandledningar, minnesanteckningar från lärarmöten och möten med vårdverksamheter samt minnesanteckningar från forskargruppensmöten. Analys har gjorts med hjälp av konstant komparativ analysmetod. I artikel II användes konstruktivistisk Grounded Theory för att samla in och analysera data. Datainsamlingen påbörjades utifrån specialistsjuksköterskestudenters svar på en enkäts öppna fråga (n=120) i samband med utbildningens avslutning 2009 och 2010. Enkätsvaren reste frågor om specialistsjuksköterskans akademiska lärande. För att inhämta en djupare förståelse genomfördes intervjuer med specialistsjuksköterskor (n=12) som yrkesarbetat mellan 5 och 12 månader efter sin examen. Intervjuerna genomfördes från juni till oktober 2011. Avslutningsvis jämfördes svaren på den öppna enkätfrågan med analysen av intervjuerna.Resultat: Vid utbildningsreformens införande fanns pedagogiska motsättningar och didaktiska svårigheter som gav upphov till spänningsförhållanden mellan vårdutveckling, forskning, yrkesspecifika mål och akademiska mål. Spänningsförhållanden framkom också när specialistsjuksköterskorna inte erfor att deras akademiska kompetens tillvaratogs och värderades i vårdverksamheten. När stöd inte fanns för akademiskt lärande uppkom villrådighet och specialistsjuksköterskorna blev ambivalenta över om akademiskt lärande var meningsfullt. För att främja meningsfullt akademiskt lärande framhåller deltagarna betydelsen av samverkan och gemensamma arenor mellan lärosäten och vårdverksamhet där nyttoaspekten med akademiskt lärande tydliggörs. De spänningsförhållanden som framkommer var av både positiv och negativ karaktär.
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| 22. |
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| 23. |
- Johansson, Karin, et al.
(författare)
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Towards a shared image. Supervision in artistic research as acts of collaborative knowledge creation
- 2015
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Ingår i: Acts of creation. Thoughts on artistic research supervision. - 9789187483165 ; , s. 73-89
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Bokkapitel (refereegranskat)abstract
- This chapter departs from the question: How can the supervision of artistic research in music influence and promote agency for PhD candidates? Supervision is seen in the context of on-going institutional change and discussed as encompassing the following aspects: (i) making the candidate pass, (ii) conducting artistic collaborations, (iii) evaluating artistic development and quality, and (iv) creating a safety zone. It is suggested that supervision can be a dynamic meeting point for the combination of these aspects and result in collaborative knowledge creation. This is a long-term, collective process that both requires and results in individual growth, group development and a continuous rethinking of institutional self-image.
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| 24. |
- Karlsson, Sigbritt, et al.
(författare)
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Högskolepedagogisk utbildning och pedagogisk meritering som grund för det akademiska lärarskapet
- 2017
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Rapport (populärvet., debatt m.m.)abstract
- SUHF:s arbetsgrupp för översyn av rekommendationer om mål för behörighetsgivande högskolepedagogisk utbildning lägger här fram sin rapport ”Högskolepedagogisk utbildning och pedagogisk meritering som grund för det akademiska lärarskapet”. I rapporten diskuterar arbetsgruppen sina överväganden i relation till de nya rekommendationer för behörighetsgivande högskolepedagogisk utbildning vid svenska lärosäten som antogs av SUHF:s förbundsförsamling i april 2016.En övergripande princip som har väglett gruppens arbete i formuleringen av de nya rekommendationerna är att högskolepedagogisk utbildning och meritering utgör viktiga aspekter i arbetet med att stärka det akademiska lärarskapet i högskolan. Det är arbetsgruppens förhoppning att rekommendationerna och denna rapport ska bidra till lärosätenas långsiktiga strategier för att säkerställa läraranställdas behov av kontinuerlig högskolepedagogisk kompetensutveckling.Inledningsvis presenteras bakgrunden till den första versionen av SUHF:s rekommendationer som antogs 2005. Rekommendationerna kom att bli en viktig referens för uppbyggnaden av högskolepedagogiska kurser vid högskolor och universitet i Sverige. Därefter beskrivs hur förändringar i det högskolepolitiska landskapet kommit att innebära delvis ändrade förutsättningar för lärarprofessionen i högskolan. Mot bakgrund av dessa förändringar diskuterar och motiverar arbetsgruppen de förändringar som introduceras i de nya rekommendationerna. Huvudsyftet med arbetsgruppens arbete har varit att stärka det akademiska lärarskapet i högskolan.I rapporten presenteras även en studie av lärosätenas anställningsordningar. Syftet var att granska i vilken utsträckning dessa ställer krav på högskolepedagogisk utbildning för olika läraranställningar, och i vilken mån SUHF:s rekommendationer används som måttstock i kraven på högskolepedagogisk utbildning. Arbetsgruppen har dessutom granskat i vilken utsträckning anställningsordningarna reglerar frågan om pedagogisk skicklighet. Resultatet av denna granskning ger vid handen att kravbilden varierar stort bland landets lärosäten och att det i vissa fall saknas tydliga krav på genomgången högskolepedagogisk utbildning. I många anställningsordningar är det också oklart hur pedagogisk skicklighet ska definieras och hur bedömningen av pedagogiska meriter ska ske.Sammanfattningsvis konstaterar arbetsgruppen att SUHF:s rekommendationer för behörighetsgivande högskolepedagogisk utbildning har kommit att spela stor roll för att utveckla grundläggande högskolepedagogisk utbildning vid flertalet lärosäten. Den högskolepedagogiska verksamhet som bedrivs vid svenska universitet och högskolor är dock, i ett internationellt perspektiv, relativt fragmenterad och småskalig. Vår bedömning är att det föreligger ett stort behov av att utveckla system för högskolepedagogisk kompetensutveckling och utvecklingsstöd som kan stärka det akademiska lärarskapet i högskolan.Arbetsgruppen menar att frågan om pedagogisk utveckling i högskolan måste vara en kvalitetsfråga och ett återkommande, långsiktigt utvecklingstema för samtliga lärosäten. Ett strategiskt högskolepedagogiskt kvalitetsarbete förutsätter en stark nationell samverkan inriktad på att skapa systematik och samspel mellan olika system för högskolepedagogisk kompetensutveckling och andra utvecklingsinsatser som syftar till att stärka det akademiska lärarskapet såväl individuellt och kollegialt, som institutionellt.
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| 25. |
- Kristensson Ekwall, Anna, et al.
(författare)
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Dizzy - Why Not Take a Walk? Low Level Physical Activity Improves Quality of Life among Elderly with Dizziness
- 2009
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Ingår i: GERONTOLOGY. - : S. Karger AG. - 0304-324X .- 1423-0003. ; 55:6, s. 652-659
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Tidskriftsartikel (refereegranskat)abstract
- Background: Dizziness is a very common complaint. The frequency of dizziness increases with age. It affects quality of life negatively for older persons in several ways. Objectives: This study intended to investigate which variables (physical activity, loneliness, health complaints, need of help for daily living and falls) differed between those with and without dizziness and also to investigate which factors affected quality of life among older persons with dizziness. Method: An age-stratified, randomised sample of senior citizens-aged 75 or older - living in the south of Sweden (n = 4,360) answered a questionnaire concerning demographic data, social network, health complaints and diseases, feelings of loneliness, quality of life (Short Form 12), frequency of falls and activities. Results: Dizziness was associated with an increased risk of falling. Falls in the last 3 months were reported in 31% of the subjects with dizziness compared to 15% among those without (p andlt; 0.001). Dizziness also correlated with depression, with 42.5% feeling depressed among the elderly reporting dizziness as compared with 13.2%. Exercise, both light (i.e. go for a walk) or heavy (i.e. work in the garden), correlated with reduced risk of low quality of life among older, dizzy persons, both mental (light exercise OR 0.58; heavy OR 0.48) and physical (light OR 0.62; heavy OR 0.21). The proportion of dizzy persons doing light exercise was 75.6% versus 87.4% among the not dizzy (p andlt; 0.001). Exercise reduces the risk of falling and the risk of being depressed, and increases quality of life. Conclusion: Even light exercise seems beneficial both for improving quality of life and to decrease the risk of falling, which in turn will lower the mortality rate. Older persons reporting dizziness should be encouraged and perhaps helped to exercise. If one could increase physical activity among the elderly, it would reduce the number of falls, diminish medical costs, suffering for the individual, and be of paramount medicosocial importance for society.
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| 26. |
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| 27. |
- Lindberg-Sand, Åsa, et al.
(författare)
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Bedömning av examensmål i forskarutbildningen
- 2011
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Konferensbidrag (refereegranskat)abstract
- Ett av underlagen till Lunds universitets utvecklingsprojekt EQ11 utgjordes av en undersökning av samspelet mellan examensmålen för forskarutbildningen och bedömningens utformning vid ett eller flera forskarutbildningsämnen från varje fakultet/område. Undersökningen utfördes under perioden februari-april 2011 och innebar att varje fakultetsledning utsåg de ämnen som skulle ingå. Redovisningen byggde på en enkät baserad på målen för doktorsexamen. Enkäten skulle besvaras kollektivt: dvs. utbildningsansvariga, handledare och doktorander skulle tillsammans diskutera examensmålens betydelse och på vilket sätt man inom utbildningen skapar förutsättningar för att de också på något sätt har bedömts vid examen. Projektet hade två syften: Det första vara att skapa en överblick av i vilken utsträckning olika examensmål bedöms under forskarutbildningen, det andra var att de diskussioner som besvarandet av enkäten inom olika områden skulle innebära skulle kunna användas som en utgångspunkt för pedagogiskt utvecklingsarbete inom forskarutbildningen. Enkäten besvarades av grupper inom fjorton forskarutbildningsområden och en första rapport redovisades inom ramen för EQ11 (Lindberg-Sand & Sonesson, 2011). Den visade att flertalet ämnesgrupper ansåg att det är mycket viktigt eller viktigt att doktoranderna uppnår merparten av examensmålen. Några grupper ansåg dock att de examensmål som innebär t.ex. att doktoranderna ska visa förmåga att bidra till samhällets utveckling och stödja andras lärande kan betraktas som mindre viktiga. Ju närmare ett examensmål ser ut att vara knutet till avhandlingsarbetet, desto större var enigheten om dess betydelse. När det gällde vilka av examensmålen som också examinerades under forskarutbildningen framkom en mycket blandad bild. Variationen ser ut att till stora delar hänga ihop med de mycket stora skillnaderna mellan hur forskning bedrivs och publiceras inom olika forskningsområden. En fortsatt bearbetning av enkätmaterialet kommer att utföras under hösten i syfte att tydligare beskriva variationen mellan olika forskarutbildningsämnen. Presentationen kommer att redovisa resultatet från den första rapporten till EQ11, men med en fördjupad analys i förhållande till variationen mellan olika forskarutbildningsämnen.
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| 28. |
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| 29. |
- Lindberg-Sand, Åsa, et al.
(författare)
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Compulsory higher education teacher training in Sweden: development of a national standards framework based in the scholarship of teaching and learning
- 2008
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Ingår i: Tertiary Education and Management. - 1358-3883. ; 14:2, s. 123-139
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Tidskriftsartikel (refereegranskat)abstract
- Today visible proofs of excellence in teaching and learning are increasingly important aspects of institutional branding in higher education (HE). Teaching competence is brought forward as a central aspect of the quality of programmes. Still, the induction of new university teachers is managed in many different ways. Approaches may vary according to how teaching competence is perceived; as growing from practice only, requiring formal courses or, for instance, outlined in the Scholarship of Teaching and Learning (SoTL) movement. In Sweden, the HE Ordinance from 2002 states that to get permanent positions, lecturers should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated in theOrdinance and institutional practices varied. In a three-year project intended learning outcomes for CHETT was suggested. These outcomes are based on SoTL and linked to an estimated workload of 10 weeks. Based on a national survey in 2006, institutional responses to the proposals are analysed.
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| 35. |
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| 36. |
- Lindberg-Sand, Åsa, et al.
(författare)
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HSV underkänner bra utbildningar
- 2013
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Annan publikation (populärvet., debatt m.m.)abstract
- Sedan något år tillbaka utvärderar Högskoleverket svenska högskoleutbildningar med ett nytt utvärderingssystem. Vi är mycket kritiska till systemet framför allt för att det på otillräckligt underlag underkänner även bra utbildningar. En av konsekvenserna är att svensk högre utbildning oförtjänt nedvärderas i europeisk jämförelse. De utbildningar som på allvar antagit utmaningen att förbereda studenter för arbetslivets krav, för en framtida forskarbana, eller som har stora tvärvetenskapliga inslag, löper stor risk att på felaktig grund stämplas som undermåliga. De riskerar att förlora sina studenter och läggas ner. Det nya systemet har kritiserats hårt, senast av det europeiska samarbetsorganet för kvalitet i högre utbildning (ENQA) som nyligen beslutade att Sverige inte längre uppfyller kraven för medlemskap. Trots kritiken hävdar både Högskoleverket och Utbildningsdepartementet att systemet fungerar bra.
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| 37. |
- Lindberg-Sand, Åsa
(författare)
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Högskolans lärandemiljöer i förändring
- 2016
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Ingår i: Framtidens lärandemiljöer : Rapport från SUHF:s arbetsgrupp - Rapport från SUHF:s arbetsgrupp. - 9789198335903 ; , s. 17-45
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 38. |
- Lindberg-Sand, Åsa
(författare)
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Högskolepedagogisk utveckling och forskning : Gränsarbete kring ett kunskapsområde i universitetets hjärta. En kommentar till Wide samt Scheja och Bolander Laksov
- 2023
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Ingår i: Högre utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 13:1, s. 40-57
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In spring 2021, Örebro University arranged the second Swedish conference for Research in Higher Education. One of the themes for the conference was the development of higher education studies as a specific branch of this research. Our journal, Högre utbildning, now publishes three contributions linked to this theme as in-depths essays. These may be read separately or together. The first consists of the introductory keynote from the conference, held by Sverre Wide. The team of editors then invited Max Scheja and Klara Bolander Laksov, as professors in this domain, to share their view of the nature of their branch of studies in higher education, in relation to the view put forward by Wide. Their contribution is the second one. Finally, the editors also invited Åsa Lindberg-Sand to share her reflections on the relationship between research in higher education and the development of studies in higher education.
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| 39. |
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| 40. |
- Lindberg-Sand, Åsa, et al.
(författare)
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Learning Outcomes in Doctoral Education – Achieved and Assessed?
- 2011
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Konferensbidrag (refereegranskat)abstract
- The development of the European Higher Education Area (EHEA) is firmly rooted in the idea of higher education (HE) as the cornerstone of a knowledge-based society. Throughout Europe, HE bodies are addressing issues of quality, mobility, employability and lifelong learning. HE agencies and institutions alike are working hard to harmonise European degrees and apply quality assurance standards (ESG, 2005). Central to these efforts is the development of outcome-based curricula and assessment. Doctoral programmes are viewed as the “third cycle”, to be aligned with the framework for qualifications (QF-EHEA, 2005) and equipped with degree descriptors expressed as learning outcomes. Doctoral education is thus viewed from a curricular perspective (Gilbert, 2009). This view is in many ways at odds with the traditional view, where the doctoral degree is earned mainly by doing research as presented in a thesis. These ongoing changes to doctoral education may be labelled either a crisis for research or a possibility to supply society with skilled people (Coate & Leonard, 2002). In Sweden, the alignment to the QF-EHEA took place in 2007. The Swedish HE Ordinance now states intended learning outcomes for all degrees. For the doctoral degree, ten multifaceted learning outcomes now exist under three headings: knowledge and understanding, skills and competence, and judgement and approach. These outcomes outline a wide and detailed account of the requirements of the doctorate and describe qualifications not easily assessed through a thesis alone. This raises the question of whether the new outcomes are being integrated in the assessment of the degree and affecting doctoral student learning, or whether they are just an administrative layer on top of traditional practices for doctoral education. This study addresses the question of whether the new intended learning outcomes are being made part of the social practices of doctoral education or not. The study is framed by a socio-cultural perspective on learning and views doctoral programmes as communities of practice. Frameworks of qualifications as well as programme curricula and intended learning outcomes are viewed as different classifications systems (Bowker & Star, 1999) where classifications take on the properties of boundary objects. The study relies on two different sets of empirical data: A questionnaire to departmental heads of doctoral programmes at one Swedish university, tracking formal and informal assessment practices at the level of the doctorate. The answers will be collected in early spring 2011, so no results may be displayed yet. The other set of data contains supervisors’ judgement of doctoral students’ achievements in relation to the intended learning outcomes. We asked doctoral supervisors from a wide range of subjects to estimate how well the average doctoral student in their experience met with the new learning outcomes. The supervisors (n=72) were asked to colour-code the learning outcomes as: normally, sometimes, or rarely achieved at the time of dissertation. The learning outcomes where then organised according to colour, from most likely to least likely to be achieved. At the top were outcomes related to the particular theoretical knowledge and research methods of the thesis, and the capacity for scholarly analysis and synthesis. Almost all supervisors held that these outcomes normally were achieved. At the bottom were learning outcomes associated with the planning and undertaking of research, research ethics, and engagement and dialogue with society in general, i.e. qualifications that are not easily assessed through a thesis alone. Here only a third, or less, of the supervisors held the outcomes likely to be achieved. Also, many supervisors believed that these outcomes rarely were achieved. The results from the questionnaire, tracking the assessment practices, should clarify if new forms of assessments are being introduced to assess the new intended learning outcomes. Boud, D. & Lee, A. (Ed.) (2009). Changing practices of doctoral education. London: Routledge. Bowker, G.C., & Star, S.L. (1999). Sorting Things Out. Classification and Its Consequences. Cambridge Massachusetts: The MIT Press. Coate, K. Leonard, D. (2002). The structure of research training in England. Australian Educational Researcher,29(3): 19-42. ESG (2005). Standards and Gudielines for Quality Assurance in the Higher Education Area. Helsinki, Finland: ENQA, European Association for Quality Assurance in Higher Education. Gilbert, R. (2009). The doctorate as curriculum. A perspective on goals and outcomes of doctoral education. In: Boud, D. & Lee, A. (Ed.) (2009). Changing practices of doctoral education. London: Routledge. 54-68. QF-EHEA, (2005). A Framework for Qualifications in the European Higher Education Area. Bologna Working Group for Qualification Frameworks. Copenhagen: The Ministry of Science.
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| 41. |
- Lindberg-Sand, Åsa, et al.
(författare)
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Ledare till Högre utbildning nr 1 2020
- 2020
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Ingår i: Hogre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 10:1, s. 121-123
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 42. |
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| 43. |
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| 44. |
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| 45. |
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| 46. |
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| 47. |
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| 48. |
- Lindberg-Sand, Åsa
(författare)
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Spindeln i klistret : Den kliniska praktikens betydelse för utveckling av yrkeskompetens som sjuksköterska: en etnografisk-fenomenografisk studie
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to investigate the role of clinical experience in the acquisition of professional competence during education and training in nursing. Competence is given a relational interpretation. The acquisition of professional competence is considered in terms both of the subject area involved and of cultural and organizational aspects specific to the nursing profession and to nursing education. Contextual analysis represents the point of scientific departure and the basic methodology of the study. Within that framework, a particular qualitative pedagogical research approach - ethnographic phenomenography - was developed for studying the relationship between cultural factors in the form of traditions and conventions and how a student's individual conception of and approach to nursing evolves. The group investigated was a class in a two-year general nursing program. The experience of the members of the class was followed systematically by means of interviews and week-by-week diaries during the final year of their studies and the first few months at their later job, as well as being followed up by a questionnaire study four years later. The results indicate that the students' clinical experience was characterized by their being in a subordinate role initially, despite their work background being that of licensed practical nurses. They experienced their university student role as partly contradictory to this. It was their clinical supervisors who had the crucial say in determining to what extent the students could gain access to the medical-technical and practical ward-coordinating tasks the students regarded as specific to their profession, tasks to which they were strongly oriented. Through their clinical experience in several different areas, they developed a common understanding of the hierarchy of competence levels in their profession which different areas of specialty represented, acute medical treatment being at the top and long-term treatment at the bottom. Six differing conceptions of nursing competence that became manifest during their final year of the education could be distinguished. The most marked differences between these conceptions concerned the type and the degree of orientation towards the patient. Four years after their exams, one third of the group was found to be working on one of the wards where they had had clinical experience during their studies. Marked differences in their conceptions regarding what nursing involved were still evident in the group then, particularly among those who had obtained experience within different areas of nursing or had taken further specialized training. The basic practical competence of nurses appears, both from an individual and a professional-cultural perspective, to be multidimensional and partly contradictory, and to be closely oriented to a professional hospital culture associated with the acute treatment of somatic disorders.
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