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- Jonsson, Anna, et al.
(författare)
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Engaging in Societal Collaboration Through Reflexivity : Experiences from a Cross-Disciplinary Pilot Course for Faculty
- 2024
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Ingår i: Making Universities Matter : Collaboration, Engagement. Impact - Collaboration, Engagement. Impact. - Cham : Springer. - 2197-5701 .- 2197-5698. - 9783031487989 - 9783031487996 ; , s. 11-32
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Bokkapitel (refereegranskat)abstract
- There is limited understanding of how education initiatives geared toward faculty and support staff can foster a capacity for long-term and integrated societal engagement and collaboration within higher education institutions. Using the experiences from a cross-disciplinary pilot course in Sweden, the current study aims to identify features that explicate how skills and academic rigor for engaging in societal collaboration can be developed toward a “reflexive scholarship of societal collaboration.” Based on a case study of the course, we identify the need for (i) theoretical orientation, (ii) collective reflections among diverse participants, and (iii) application of gained knowledge in real-world contexts. Building on the experiences from the pilot course, we explore and discuss the participants’ reflections on how their partaking in the course may support a reflexive scholarship of societal collaboration. Our study is relevant to managers and policymakers interested in nurturing long-term and integrated collaborations between academia and various societal actors.
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| 2. |
- Jonsson, Linus, 1986-, et al.
(författare)
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“A roller coaster, both emotionally and work-wise…” : teachers in Swedish certified sport-oriented upper secondary schools experiences of the COVID-19 pandemic
- 2024
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Ingår i: European Journal for Sport and Society. - Abingdon : Taylor & Francis. - 1613-8171.
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore how teachers at certified sports-oriented upper secondary schools (CSUSS) in Sweden experienced how the COVID-19 pandemic impacted their everyday practice and well-being. Individual in-depth interviews were conducted with 13 teachers (mean age: 44 years) from three CSUSS in southern Sweden. The interviews were analysed using abductive qualitativecontent analysis. The analysis resulted in one overreaching theme, ‘Making sense of changes in everyday practice and dealing with a changing world’, illuminating how the COVID-19 pandemic has impacted teachers. The teachers described the first lockdown as an initial shock that brought about changes in their workload and daily routines. The second lockdown was generally easier to handle, but they spent more time on planning and preparations, and had a greater focus on conveying theoretical knowledge and physicaltraining. Throughout the pandemic, they experienced a lack of social interactions; nonetheless, supportive colleagues and schools provided some relief. The teachers also experienced uncertainty regarding constantly changing restrictions; they learned, however, the importance of being flexible and creative in coping with these changes. Thus, the COVID-19 pandemic significantly impacted their everyday practice and well-being. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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