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| 2. |
- Ahlberg, Anders, et al.
(författare)
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Institutional promotion of doctoral supervision and research quality
- 2009
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Konferensbidrag (refereegranskat)abstract
- In our experience, doctoral supervision seminars and training (and associated literature) focus the supervisor-student relationship to an extent largely leaving aspects of learning, enculturation and subject discipline aside. In 2006-2008 we therefore developed and implemented a 3-week programme compulsory for new primary research supervisors (docent degree) with a wider scope, at the faculties Engineering and Natural Sciences, Lund University, Sweden. The programme include • Social and legal dimensions of the student-supervisor relationship; where participants share experienced accounts of supervisor-student situations. These were documented and analysed with respect to selected models of social theory. • Self-analysis of participants´ written accounts of their research principles and practices, and aspects of research creativity (philosophy of science) • Participant development of discipline-specific doctoral student learning activities.• Project management principles and practice, research career analysis• Research presentation and research situation feedback skills. The framework aims to develop participants´ integrated meta-perspective on their research and supervisor situation, to increase chances of successful doctoral projects and increase long-term research creativity. The programme (five participant groups of 15-20 participants each 2006-2008) has received supportive participant reactions indicating valuable conceptual change (although some were provoked during self-analysis of their academic practice). The programme will be followed up by alumni focus group interviews three years after programme completion (this fall) in order to understand long-term effects on academic behaviour.
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- Borell, Jonas, et al.
(författare)
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Vad tycker de som inte svarat på kursvärderingsenkäten?
- 2009
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Ingår i: Proceedings Utvecklingskonferens Lunds universitet 2009. ; , s. 79-85
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Konferensbidrag (refereegranskat)abstract
- Vid LTH ska lärare under kursers genomförande ha kvalitetsdialog med studenterna. I samband med kursslut ska studenterna ges möjligheten till kursvärdering med enkäten CEQ (Course Experience Questionnaire). Enkätdata från CEQ avses utgöra delar av underlaget för kvalitetsarbetet. Svarsfrekvenserna för kursvärderingsenkäterna vid LTH varierar stort, med ett snitt på drygt 50 %. När upplevelser, uppfattningar och åsikter från en stor del av studenterna saknas medför det osäkerheter, och väcker frågor som: Går det att ta reda på vad de som inte svarat tycker? Kan man på rimliga grunder anta något om vad de som inte svarat tycker? Tycker de inte något särskilt alls, vare sig tydligt positivt eller tydligt negativt, eller tycker de kanske mycket annorlunda? För att ta reda på detta, som utgångspunkt för att kunna stärka kvalitetsarbetet, har vi gjort följande: För två kurser, som först utvärderats med webbaserad CEQ-enkät och då nådde ca 50 % svarsfrekvens, har vi med hjälp av pappersenkäter på nytt frågat både de som redan svarat via webben och de som inte gjort det. Den totala svarsfrekvensen blev 82 respektive 71 %. Genom jämförelser av svaren mellan de grupper som svarat på webbenkäten och/eller pappersenkäten erhölls information om likheter och skillnader avseende gruppernas uppfattningar. Vi fann överlag mycket små skillnader i svaren från dem som svarat först och de som endast svarade på undersökningens extraenkät. Statistiskt signifikant skillnad förelåg endast för tre (av 26) frågor för den ena kursen, och för en fråga för den andra. I svaren från dem som svarat både på den ursprungliga enkäten och på vår undersökningsenkät ett par veckor senare fann vi stor likhet mellan mätningarna. Sammantaget tyder fynden på att de som inte svarat på den ursprungliga enkäten haft tämligen snarlika upplevelser och åsikter som de som svarade. Därmed ser vi ingen anledning att inte beakta kursvärderingsenkätresultaten även i de fall då enbart omkring hälften av studenterna svarat. Slutligen diskuterar vi även möjligheter till kompletterande studier med andra metoder.
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| 5. |
- Sonesson, Anders, et al.
(författare)
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Adding dimensions to research student learning and research supervision
- 2009
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Konferensbidrag (refereegranskat)abstract
- Research student learning and supervision has become an increasing concern for many stakeholders inside and outside the universities. As a result, universities are in different ways trying to enhance doctoral education, often through activities aimed at research supervisors.In this paper we claim that research supervision and its relation to research student learning is poorly conceptualised in university discourse in general and in much popular literature on the topic. A too narrow or incomplete conception could lead to enhancing activities failing to do good, consuming time and money as well as goodwill. It could also actively reinforce conceptions and practices that are counterproductive for research student learning, and for research. We will begin by criticising the popular but in our view incomplete conception of doctoral studies as an academic apprenticeship with its notions of a dyadic expert-novice relationship between supervisor and student, and of learning from immersion in practise. Instead we present an emerging model for research learning anchored in Dall’Alba and Sandberg’s theory for professional development. The model is comprised of three interdependent and overlapping dimensions of learning: skills development through experience of practice; understanding of, and in, practice; and meta-knowledge. From this model we then draw implications for supervision, supervisor skills, and for practice. We will then turn to our experiences from discussions with more than two hundred research supervisors on a two-day workshop on supervision, and compare common descriptions of research supervision and practices with the above model and its implications.On basis of our findings, we will finally propose some strategies for enhancement of research learning and supervision.
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| 8. |
- Alveteg, Mattias, et al.
(författare)
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Taking pedagogic responsibility for the difference between plagiarism and cheating
- 2009
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Ingår i: NU2008 Proceedings : Lärande i en ny tid - samtal om undervisning i högre utbildning.. - 9789197797412 ; , s. 261-264
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Konferensbidrag (refereegranskat)abstract
- The Swedish Higher Education Ordinance states1 in Chapter 8, section 1 (Svensk Förfat- tningssamling [SFS] 1993:100) that disciplinary action can be taken against a student who “at- tempt to deceive during examinations or when academic work is otherwise assessed”. Suspicion of such behaviour is to be reported to the disciplinary board, which in turn has to establish the students intent. The main focus of the teacher, however, is to uphold the quality of the educa- tion and thus the teacher typically cares less about intent and more about scientific quality and progression. Contrary to popular belief the Swedish Higher Education Ordinance does not force teachers to report every suspicion of plagiarism to the disciplinary board. The ordinance forces teachers to report well-grounded suspicions of cheating (SFS 1993:100, Chapter 8, section 9). Once the pedagogical challenges of teaching academic conduct are recognised, suspicions of plagiarism may well take another turn: The differentiation between obvious deficiencies in the ability to formulate oneself independently and suspected attempts to cheat require pedagogic insights and actions.
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| 9. |
- Andersson, Karolina, 1978, et al.
(författare)
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Do policy changes in the pharmaceutical reimbursement schedule affect drug expenditures? Interrupted time series analysis of cost, volume and cost per volume trends in Sweden 1986-2002.
- 2006
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Ingår i: Health policy (Amsterdam, Netherlands). - : Elsevier BV. - 0168-8510. ; 79:2-3, s. 231-43
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Tidskriftsartikel (refereegranskat)abstract
- The last decades increasing pharmaceutical expenditures in Sweden and other western countries have created a need for reforms to reduce the trend. The aim was to analyse if reforms concerning the pharmaceutical reimbursement scheme in Sweden during the years 1986-2002 were associated with changes in cost, volume and cost per volume of pharmaceuticals. Effects of changes in the reimbursement schedule during the study period were evaluated for all registered pharmaceuticals in Sweden and for five indicator drug groups. Five policy changes during the study period were assessed. Three concerned increased patient co-payment (January 1, 1991; January 1, 1995 and June 1, 1999), one the introduction of reference based pricing and increased co-payment (January 1, 1993) and one a new structure of the reimbursement schedule (January 1, 1997). The National Corporation of Swedish Pharmacies provided pharmaceutical delivery data for all Swedish pharmacies. Possible breaks in the trend associated with the investigated reforms were analysed with linear segmented regression analysis. This showed that increased co-payments were not associated with changed level or slope of cost and volume. The new reimbursement schedule was associated with a decreased level of cost and volume, both for all drugs combined and for several of the indicator drug groups. It was also associated with an increased slope for both volume and cost in some indicator drug groups and for all drugs. Introduction of reference based pricing was associated with a reduced slope of cost/defined daily doses (DDD) in all of the indicator drug groups and for all drugs. The analysis showed that major changes in the reimbursement system such as the introduction of a new reimbursement schedule and reference based pricing were associated with reductions in cost and volume for the new reimbursement schedule and cost per volume for reference based pricing.
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