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- Kjellström, Sofia, 1970-, et al.
(författare)
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A developmental questionnaire on knowing and learning
- 2014
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Konferensbidrag (refereegranskat)abstract
- Are students and teachers up to the developmental challenge of teaching and learning the exceptional capabilities needed to address the complex issues of our time? Issues such as moving towards a sustainable development of society are typically quite complex and ill-structured. In order for higher education to provide opportunities for intellectual growth and development among students, a key issue besides complex thinking is to acknowledge the different epistemological beliefs of teachers and students, such as conceptions of teaching and learning, that may influence the teaching and learning experience and so the quality of the learning outcome. We will present a newly constructed epistemological beliefs questionnaire, concerning views on knowledge and learning. The questionnaire consists of 6 domains (a good study book, discussions, application of knowledge, responsibility for learning, understanding, good teaching), with 6 items in each domain, which are rated and ranked. The questionnaire is based on adult developmental theory (e.g. van Rossum & Hamer, 2010), where the developmental trajectory goes from a view of knowledge as being true or false and provided by the teacher as authority, to a view that emphasizes the constructed and contextual nature of knowledge – allowing teachers to adapt the teaching to the context and the student’s developmental level. In the spring of 2014, this questionnaire and a previously developed value system questionnaire will be sent to all teachers at Jönköping University (JU). The epistemological beliefs questionnaire is to be analysed with multivariate methods such as a multivariate pattern recognition method and factor analysis. Previous analyses of the value system questionnaire, using corresponding methods, have resulted in an identification of several developmental stages of values, and the epistemological beliefs questionnaire is expected to yield a similar result. Results from the two questionnaires will be compared in order to investigate the relationship between values and epistemological assumptions.
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| 2. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Komplexitet för kvalitet i lärande och undervisning : bedömning av komplexa problem och studenters resonemang
- 2011
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Ingår i: Högre Utbildning. - 2000-7558. ; 1:1, s. 15-26
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Tidskriftsartikel (refereegranskat)abstract
- Vi utbildar studenter för att de ska ha möjlighet att lösa mycket komplexa samhällsproblem,men hur vet vi att de har utvecklat de former av tänkande och handlande som krävs? Forskning visar att vuxna tänker, talar och handlar utifrån olika nivåer av komplexitet, och att utbildning i hög grad påverkar människors förmågor. Model of Hierarchical Complexity(MHC) är en teori som beskriver hur komplext information sätts samman och hur komplext personer resonerar i en fråga, vanligtvis på någon av nivåerna konkret, abstrakt, formellt, systematiskt eller metasystematisk. Syftet med denna artikel är att introducera MHC och visa på dess relevans som verktyg inom högre utbildning. Med hjälp av teorin är det möjligt att analysera både hur komplex en uppgift är och hur studenter klarar av att lösa den, vilket speglar förståelse inom ett ämne. Med modellen som mått på komplexitet tydliggörs svårighetsgraden i det som ska läras och på vilken nivå studenterna klarar att ta till sig kunskapsinnehållet. Avslutningsvis diskuteras hur studenter kan stödjas att utvecklasina förmågor till komplext resonerande och därmed skapa kvalitet i både lärande och undervisning.
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| 3. |
- Norrman Brandt, Eva, et al.
(författare)
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Leader capabilities in the 21st century
- 2014
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Konferensbidrag (refereegranskat)abstract
- We know from decades of empirical research in adult development that leaders at more advanced stages of development are more effective than their counterparts in carrying out a variety of leaderships’ tasks, but also that few leaders have these advanced level of leadership (Joiner & Josephs 2007; Torbert 1987). But are leaders up to the task of handling complex issues at work? Knowing that the complexity and speed of change requires higher levels of adult development it seems obvious that there is a need for supporting managers to develop their level of development and maybe recruit leaders with a higher level of development. There is a need for research focusing on the link between adult ego development in leaders and transformational leadership (McCauley, Drath, Palus, O´Connor&Baker 2006), and studies on leader-follower interaction.The aim of this study is firstly to examine the correlation between leadership behaviors, value systems and complexity, and secondly if the correlation between self report and subordinates evaluation of leadership are higher for individuals with more advanced levels of value systems and/or levels of leadership.Participants are managers in 4 Scandinavian organizations in different market segments including municipalities. The mangers are invited to answer a basic web survey including three instruments: a value system questionnaire (Sjölander et al.2013); Developmental Leadership Questionnaire which is a hierarchical test based on the theory of transformational leadership and it measures leadership behaviors through a self-evaluation and a 360 test where subordinates evaluate leadership of the manager; and a complexity test. Some managers do only the self-evaluation and some a full 360 feedback test. The study is carried out in the spring 2014 and preliminary results will be presented.
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