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Träfflista för sökning "WFRF:(Frisk Sylva 1964) "

Sökning: WFRF:(Frisk Sylva 1964)

  • Resultat 1-10 av 22
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1.
  • Eriksson, Ann-Marie, 1964, et al. (författare)
  • What Is the Problem of Plagiarism Represented to Be? Plagiarism as Matters of Language in Higher Education Policy and Practice
  • 2022
  • Ingår i: Language Matters in Higher Education Contexts: Policy and Practice. - Leiden / Boston : Brill. - 9789004507920 ; , s. 130-150
  • Bokkapitel (refereegranskat)abstract
    • Policy on plagiarism has emerged as a powerful tool for universities to deal with a wide range of problems related to internationalisation and rapid IT developments. How do such policies conceptualise plagiarism? What kind of solutions do they promote? What consequences do they imply for higher education? Here, we scrutinise three policy documents aimed at preventing plagiarism in the Swedish context. Using a policy-as-discourse-approach and Bacchi’s (2009) analytical strategy What is the problem represented to be? (WPR), we suggest that policy on plagiarism not only places a huge and unfair responsibility for the reputation of higher education on the students. It simultaneously, and paradoxically, risks depriving them of learning important scholarly practices.
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3.
  • Dellenborg, Liselott (Lisen), 1966, et al. (författare)
  • History and anthropology
  • 1993
  • Rapport (övrigt vetenskapligt/konstnärligt)
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5.
  • Frisk, Sylva, 1964 (författare)
  • Claiming Religious Space: Malay women and the transformation of rituals in the urban context
  • 2004
  • Ingår i: NIAS nytt: Asia insight. ; :4 December, s. 10-11 (+14)
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Over the past three decades, Malaysia has been characterised by a broad movement of Islamization. The negative effects of that movement together with modernization on Malay women have indeed been pointed out by a number of scholars who have argued that the Malaysian Islamization projects, both the government's and the local dakwah movement's, have actively introduced many patriarchal Muslim Arab or Middle Eastern practices of gender and family relations into the Malaysian context and, as a result, have produced an intensification of Malay gender difference, segregation, and inequality, and a strengthening of male authority (Ong 1995, Norani 1998, Stivens 1998).
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6.
  • Frisk, Sylva, 1964 (författare)
  • Gendered dimensions of Islamization: the Case of IMAN
  • 2015
  • Ingår i: Women and the Politics of Representations in Southeast Asia: Engendering discourse in Singapore and Malaysia. Redaktörer: Adeline Koh och Yu-Mei Balasingamchow. - London : Routledge. - 9781138786479 ; , s. 139-154
  • Bokkapitel (refereegranskat)
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7.
  • Frisk, Sylva, 1964 (författare)
  • Introduction: Gendering Asia
  • 2006
  • Ingår i: NIASnytt-Asia insights. - 0904-4337. ; :2: Gendering Asia
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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  • Frisk, Sylva, 1964, et al. (författare)
  • Leadership for teaching and learning: Exploring a department-level educational leadership role at a Swedish comprehensive university
  • 2023
  • Ingår i: Educational Management, Administration & Leadership. - : SAGE Publications. - 1741-1432 .- 1741-1440. ; 51:6, s. 1461-1477
  • Tidskriftsartikel (refereegranskat)abstract
    • As excellence in teaching and learning, in combination with a focus on student performance rates, are guiding the demands placed on higher education institutions, modern universities are attributing strategic importance to leadership of teaching and learning. Previous studies on educational leadership have, nevertheless, identified significant challenges to such leadership due to lack of clear role descriptions, lack of recognition, and lack of access to professional development and support. Using empirical data from a Swedish comprehensive university, we explore the experiences of an appointed leadership role for teaching and learning, that is, the Education Leader, at the department level. Our findings show that a university-wide policy establishing the role and a support structure around it has resulted in a clearly visible and valued role across the university. Furthermore, Education Leaders experience being positioned at the heart of the department’s educational activities, performing hub-like work in relation to those they lead. However, some challenges related to the complexity of the department contexts are also identified.
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