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- 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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| 2. |
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| 3. |
- 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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| 4. |
- 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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| 5. |
- Loughlin, Colin, et al.
(författare)
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Reclaiming constructive alignment
- 2021
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Ingår i: European Journal of Higher Education. - : Informa UK Limited. - 2156-8235 .- 2156-8243. ; 11:2, s. 119-136
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Tidskriftsartikel (refereegranskat)abstract
- Constructive Alignment (CA) is neither the panacea, nor the unalloyed evil depicted in the majority of higher education discourses. But rather, the theory is a heuristic and accessible representation of commonly agreed upon aspects of modern curriculum and educational theory, designed explicitly to support learning and teaching. However, when imposed top-down for accountability purposes, or used as a quality assurance tool, the seemingly step-by-step simplicity that gives it an administrative potential can also diminish or even destroy its relevance as an educational tool. For these reasons CA and particularly learning outcomes are often vilified amongst academic staff as a pernicious influence on learning and teaching. It has been argued that the mechanistic use of alignment and learning outcomes for validation and audit purposes can create an illusion of quality control which bears little relation to the reality of teaching practice and student learning.This paper explores the tensions that have been created as constructive alignment has journeyed and expanded from an educational theory into Higher Education teaching policy and practice. The purpose is to reclaim its original perspective as a tool for professional academic teaching.
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| 6. |
- Loughlin, Colin, et al.
(författare)
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The use of lectures : effective pedagogy or seeds scattered on the wind?
- 2023
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 85:2, s. 283-299
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Tidskriftsartikel (refereegranskat)abstract
- This case study of large-class teaching at a UK university focuses on the place of large-scale lectures in academics’ approaches to teaching, their use by students in their studies, and their relationship to institutional quality assurance policies. The case is a second-year module comprised of 180 students, and it includes two-hour lectures as the primary mode of teaching. The data is drawn from a range of sources including observations, interviews, focus groups, institutional documentation, and a student survey. Observations revealed largely transmissive lectures with little student interaction. The analytic framework of constructive alignment and outcome-based education is used to examine the promoted educational values and the practice experienced by students. The results are further explored in relation to two texts celebrating 50 years since publication: Donald Bligh’s What’s the Use of Lectures and Benson Snyder’s The Hidden Curriculum, Both highlight the dissonance of espoused approaches to teaching, and the realities of large-class environments. While the institutional literature foregrounds student-centred, ‘active learning’ approaches, the teacher-centred practice observed would have been very familiar to Bligh and Snyder; the principles of constructive alignment were visible only at the policy level. The implicit reward mechanisms of the hidden curriculum ensure that the majority of students succeed and are satisfied with the educational offering. The students who attended the lectures appeared to enjoy them and indicated that the primary benefits are the structure offered by live lectures and the support of the peer networks which develop as a result of attendance.
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| 7. |
- Olsson Jers, Cecilia, et al.
(författare)
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Det första decenniet med tidskriften Högre utbildning
- 2021
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Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 11:3, s. 119-121
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Mitt i sommaren det märkliga pandemi-året 2021 firade Högre utbildning sitt tioårsjubileum. Vi firade på distans genom att utlysa ett särskilt tema om vad Covid-19 pandemin med övergång till distansutbildning och arbetet hemifrån inneburit för högre utbildning. Vi fick in mer än tjugo bidrag. Det första av dessa ingår i det här numret och presenteras nedan. Under 2022 kommer flera artiklar på temat.
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| 8. |
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