| 1. |
-
ECTS and assessment in higher education : Conference proceedings
- 2006
-
Proceedings (redaktörskap) (populärvet., debatt m.m.)abstract
- This document is the conference proceedings from the multidisciplinary research conference ECTS and Assessment in Higher Education, Umeå University, Sweden, June 7-9, 2006. ECTS is an abbreviation for the European Credit Transfer System. The conference had 130 participants, from 28 countries, and 16 poster- and paper-presenters. The invited keynote speakers were: Marianne Hildebrand, Terence Karran, Margaret Price and Ulrich Teichler. The first part contains the acknowledgements, the programme and the keynote speakers’ biographies together with a description of the context for the conference and the key concepts that were discussed during the conference. The second part contains a selection of the posters and papers that were presented during the conference. The conference was organised by the Department of Educational Measurement, Umeå University, Sweden.
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Löfgren, Kent, 1966-
(författare)
-
Adaptation and adjustment : A theory of the introduction of international grading schemes in higher education
- 2007
-
Ingår i: Higher Education in Europe. - : Informa UK Limited. - 0379-7724 .- 1469-8358. ; 32:2/3, s. 163-172
-
Tidskriftsartikel (refereegranskat)abstract
- This study is about the introduction of an international grading scheme from the perspective of the educational providers, with the aim of creating a theory that accounts for their problems and actions. Interview data was collected from two institutions in a country participating in the Bologna Process. The results show that the educational providers are faced with a number of concerns and that they address these concerns by adaptation and adjustment. These two core processes are complemented by five additional processes: information seeking, trusting, safeguarding, problem-solving, and evaluation.
|
|
| 6. |
- Löfgren, Kent, 1966-
(författare)
-
En poster om ett nystartat ECTS-projekt
- 2006
-
Ingår i: Tänk efter, tänk nytt, tänk om. - Umeå : Universitetspedagogiskt centrum, Umeå universitet. - 9172640685 ; , s. 375-375
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
|
|
| 8. |
- Löfgren, Kent, 1966-
(författare)
-
Hur högskoleinstitutioner och enheter kan granska sina kurser ur jämställdhets- och genusperspektiv : nuläget och framåtblick med praktiska förslag
- 2006
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The two laws Equal Treatment of Students at Universities Act (Lagen likabehandling av studenter i högskolan, SFS 2001:1286) and Prohibition of Discrimination Act (Lagen om förbud mot diskriminering, SFS, 2003:307) stipulate that university departments must address equality and gender issues when planning, executing and evaluating their courses. This report discusses these laws, the European Union’s (EU) Seventh Framework Programme (European Commission, 2006), the EU’s roadmap for equality (European Commission, 2006) and two recent Governmental Bills (Prop. 2004/05:80 & Prop. 2005/06:155). Results from previous empirical studies are also reported. Finally, the report presents a short and easily applied model for departments to use when they begin to analyse their own courses from an equal opportunities perspective.
|
|
| 9. |
|
|
| 10. |
- Löfgren, Kent, 1966-
(författare)
-
Implementing the ECTS grading scheme in Sweden : the educational providers' perspective
- 2008
-
Ingår i: Utsikter, insikter, avsikter. - Umeå : Universitetspedagogiskt Centrum, Umeå universitet. - 9789172645363 ; , s. 201-207
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The results show that the educational providers have six major concerns. These concerns are about Compliance, Integration, Optimization, Acceptance, Learning and Fairness. The educational providers address these concerns by two core processes which I call Adaptation and Adjustment. The results also show that the educational providers use five additional processes to address these concerns. These additional processes are Information seeking, Trusting, Safeguarding, Problem solving and Evaluation.
|
|
