| 1. |
- Andersson, Mikael, et al.
(författare)
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Problem solving, reflection and lifelong learning in the junction between theory and practice
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 80-80
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In 2002 University West was commissioned by the government to develop forms for work integrated learning (WIL) as part of the work with pedagogical renewal of higher education. As a result of this assignment, WIL is now a deeply rooted philosophy and cornerstone of the university but also the main principle for pedagogical approach. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. In other words, we are striving to connect university studies with everyday work life and the surrounding society. The purpose of this paper is to describe and evaluate a strategy for improving student awareness and skills for problem solving, reflection and lifelong learning in the junction between theory and practice. At the center of our focus are students from our bachelor's degree programme 3D-animation and visualization and a course on simulation and particle based effects. This is a challenging subject to teach since knowledge, tools and process is evolving rapidly and we rewrite the course curricula every year. The strategy consists of adding five themes focused on reflection and problem solving spread over the weeks of the course, in addition to the more direct subject-related areas. For each theme the students recieved reading material giving an overview of each theme, and then reflection based questions aimed at connecting the theme of each week to the subject of the course. The themes were Lifeling Learning, MoSCoW prioritisation, Schöns desriptions of design challenges and wicked problems and finally Fraylings ideas of Research through design and Schöns Conversation with the material. For the last week, the students wrote a summary of the entire course using the themes they had studied. At first there was some resistance among the students, and it was not easy for them to see the value of these assignments, instead their focus was on the more technical aspects of the course. However, as the course progressed a majority of the students started to see the point of these more reflective based assignments. One example where this became apparent was during the weekly presentations of the technical assignments. While some of the students still struggled with integrating the reflective assignments with the more technical parts of the course, others started to use the terminology and reasoning from the reflective assignments when talking about how they approached the problems they faced when solving the technical assignments. Having the students equipped with these new approaches also facilitated talking about problem solving and learning strategies, both during the course where this strategy was tested, as well as a subsequent course.The strategy was evaluated by analysing the written and oral presentations and reflections of the students, with special attention being paid to their problem solving and their strategies when approaching new technologies and tools. In addition to this, we also observed their reasoning about the theories that was embedded in the tools, i.e not just talk about how to do things in the software, but also the theories and principles underlying the software.Overall, the aim of the strategy was to train the students on problem solving and learning through experimentation, design and reflection. While one single course is a very short time to practice this, differences in reasoning andstrategies in the students from the beginning of the course to the end could be seen. This was both in their written reports as well as their oral presentations. Areas where improvements could be seen was more abstract reasoning, reflection on problem solving, priorities, and the ability to connect and compare different areas of the course. One theme that also was recurring in the texts was the balance between chaotic exploration and structured learning. These are skills that are valuable in a changing industry where they will need to learn new tools and develop new workflows constantly. Overall, a conclusion here is that learning to learn is far more important than learning a specific tool or skill.
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| 2. |
- Andersson, Ulf, 1973-, et al.
(författare)
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Subsidiaries as Sources for Learning in Multinational Enterprises
- 2020
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Ingår i: The Oxford Handbook of International Business Strategy. - : Oxford University Press. - 9780198868378 ; , s. 293-311
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Bokkapitel (refereegranskat)abstract
- In the beginning of the twenty-first century, Andersson, Forsgren, and Holm (2001, 2002) published two highly cited articles on the relationship between network embeddedness and the evolution of multinational enterprise (MNE) subsidiary roles. These articles paved the way for research examining the importance of market knowledge acquired by an MNE subsidiary through being embedded in local networks, which would, in time, be expected to positively influence the competence development of other MNE units. The present chapter presents an overview of the key contributions of these seminal papers, followed by a discussion about the theoretical and empirical advancements concerning the relationship between embeddedness and subsidiary competence development. We provide suggestions around how to conceptualize competence development and knowledge transfer in relation to subsidiary external embeddedness and highlight areas where more research is needed.
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| 3. |
- Andersson, Ulf, 1973-, et al.
(författare)
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The challenge with the skilled hobbyist
- 2020
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Ingår i: VILÄR. - Trollhättan : Högskolan Väst. - 9789188847867 ; , s. 16-17
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Having prior knowledge and experience in 3d-graphics or visual effects can give you ahead start when embarking on an education within that field. However, experience shows that it is common that those students that have worked with 3d-graphics on a hobby level are stuck in a certain way of working. They have developed methods and workflows that are suitable under hobby-like circumstances, which means that they have worked in isolation, on a single computer and often without any specific deadlines or time restraints. However, work life is seldom this structured. Instead it is complex and disordered, and requires constant new learning (Bruno et al, 2017).This is a qualitative study where students from a three year program are interviewed regarding their process of going from a hobbyist to a professional, if any. The results are compared with the concept of the Deliberate Professional, as described by Trede and Jacksson (Trede et al, 2019) The results of this pilot study suggests that the students to a large extent still are in the “hobbyist”-mindset, and have a low insight in the different requirements of beingin the workplace. However, some mentions of constant learning, and the importance of knowledge outside of specific 3d-technology. Some implications for the program isto focus and emphazise what it means to be a professional, and not only expose the students to work-like projects, but also have more occasions for reflection excercises, as described by Bruno and Dell’avarsana (Bruno et al, 2017).
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| 4. |
- Andersson, Ulf, 1973-, et al.
(författare)
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Foreign subsidiary networks
- 2024
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Ingår i: Encyclopedia of International Strategic Management. - : Edward Elgar Publishing Ltd.. - 9781800884045 - 9781800884038 ; , s. 105-108
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Andersson, Ulf, 1973-
(författare)
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MNE cross-border knowledge sourcing : a commentary
- 2022
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Ingår i: Cross-border innovation in a changing world. - : Oxford University Press. - 9780191912931 - 9780198870067 ; , s. 240-248
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Bokkapitel (refereegranskat)abstract
- The MNE’s proficiency sourcing knowledge across borders is its raison-d’être. The broad knowledge sourcing overcomes the liability of foreignness and facilitates competitive advantage. Understanding the processes of subsidiary learning in local environments and alliance partners and then sharing within the Multinational Enterprise (MNE) is of immense importance to MNE management. This commentary summarizes and critically reflects on two chapters dealing with these issues, Chapter 7 and Chapter 8. The chapters nicely complement each other, one taking a subsidiary perspective and the other a headquarters perspective. Together they span ways of learning through captive, alliance, and market modes from foreign locations. Although there are exciting areas that are not investigated here the two chapters surface many matters for further research and pave the way for a range of urgent projects. MNE innovation performance through foreign knowledge sourcing and cross-border sharing continues to be a vibrant research area and subsidiaries’ roles in innovation processes remain at the centre of contemporary research.
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| 7. |
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| 8. |
- Botella-Andreu, A., et al.
(författare)
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Subsidiary political embeddedness : mechanisms for leveraging local competences
- 2023
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Ingår i: European Business Review. - : Emerald Publishing. - 0955-534X .- 1758-7107.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study aims to investigate the drivers of political embeddedness and the possible outcome in terms of autonomy and subsidiary unique competences.Design/methodology/approach: This study draws on resource dependence theory and applies structural equation modeling on a sample of 193 subsidiaries.Findings: Political embeddedness is confirmed as a source of potential autonomy and the development of competences and is usually boosted by previous existing networks at the internal and external levels.Originality/value: The authors investigate and discuss how multinational corporations can leverage political resources in host-country political arenas, extending their understanding of the interplay between political activities and market strategies.
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| 9. |
- Calles, Britt-Marie, et al.
(författare)
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Grunddatadomän transportsystem: Kompletterande underlag till den utforskande förstudien
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I mars 2022 levererade Trafikverket och samverkande myndigheter (Transportstyrelsen, Sjöfartsverket, Luftfartsverket, Trafikanalys och VTI, Statens väg- och transportforskningsinstitut) en rapport som sammanfattade den utforskande utvecklingen att utreda en grunddatadomän för transportsystemet. Föreliggande rapport är en komplettering till den ursprungliga rapporten och utgör Trafikverkets inklusive samverkande myndigheters sammantagna underlag (utforskande utveckling) för etablering av en grunddatadomän för transportsystemet. Arbetet har bedrivits under ledning av Myndigheten för digital förvaltning (DIGG) med Trafikverket som ansvarig för den utforskande utvecklingen. Till rapporten hör en bilaga, se länk till höger.Ursprunglig rapport: Grunddatadomän transportsystem: Samverkansuppdrag mellan transportmyndigheterna för att bedriva en utforskande utveckling att utreda en grunddatadomän för information kopplat till transportsystemet
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| 10. |
- Cheikh-el-Chabab, M. K., et al.
(författare)
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Using real-time simulation in company value chains and business models for value creation
- 2021
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Ingår i: Real-time Simulation for Sustainable Production: Enhancing User Experience and Creating Business Value. - : Routledge. - 9781000392180 - 9780367515164 - 9781003054214 ; , s. 177-195
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter describes how incorporating real-time simulation in different value chain processes can affect business models and benefit various stakeholders. The primary objective is to explain how real-time simulation tools can increasingly represent real-world functionality in today’s businesses and emerging industries. Different value-chain activities are discussed, and examples are given of value creation based on real-time simulation, starting from product development and continuing through customer receipt.
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