| 1. |
- hagström, tom, 1943-, et al.
(författare)
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The generality of adult development stages transformation : comparing meaning-making and logical reasoning
- 2015
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Ingår i: Integral Review. - 1553-3069. ; 11:3, s. 30-71
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Tidskriftsartikel (refereegranskat)abstract
- Human development theories differ in “context sensitivity,” covering those stressing development stages and those stressing continuously progressing changes. The former theories differ in whether, how and why the stages are regarded as being generalized across domains, i.e. their generality claims. Piaget’s developmental stage theory of logical complexity of children and adolescents fulfill “strong” such claims, including fixed stage sequentiality of increasing complexity levels and higher stage structures integrating earlier ones. His theory has inspired a number of adult development stage theories with varying generality claims. These provide suggestions of stages and stage transitions reaching beyond “pure” cognition, integrating more of e.g. emotional, value and moral dimensions. From a neo-Piagetian perspective, core generality aspects seem to concern on the one hand logical reasoning and on the other hand meaning-making. This raises questions of how these aspects are related to each other in terms of stage structures and transformations.The aim of the article is to discern general features in adult development stage structures and transitions, in terms of logical reasoning and meaning making. This is carried out by a “thought experiment” interrelating two theories that differ in these respects but that are both based on Piaget’s theory, namely Robert Kegan’s constructive developmental Subject-Object Theory (SOT) and Michael Common´s behaviouristic Model of Hierarchical Complexity (MHC). This comparing approach concerns the 3rd, 4th and 5th order of consciousness as well as transitions between these according to SOT, and order 9 to 12 and corresponding transitions according to MHC. The thought experiment indicates that the generality claims of both models can be argued for without one of them necessarily being subordinated to the other one. Both theories are interpreted as differing but partly overlapping structures of coherence, while also being involved in transformative thesis-antithesis-synthesis processes. The possible interrelatedness between logical reasoning and meaning making is considered and discussed, as well as the relevance of differing generality claims, and contrasting subjectivistic and objectivistic “scientific positions.” Finally, it is argued for the need of contextualizing adult development theory and research by relating it to postindustrial societal demands and challenges in terms of e.g. a “transform-actional” approach.”
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| 2. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Adult development as a lens : Applications of adult development theories in research
- 2017
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Ingår i: Behavioral Development Bulletin. - : American Psychological Association (APA). - 1942-0722. ; 22:2, s. 266-278
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Tidskriftsartikel (refereegranskat)abstract
- Adult development (AD) theories have a great potential for use in providing perspective and create new understanding of societal problems and challenges. The use of AD as a lens provides insights into people’s qualitative, different ways of thinking, talking, and acting. The theories are used by researchers and practitioners with various backgrounds in several different scientific domains. The aim of this article is to provide an overview of different approaches on how theories of AD are applied in research, with a focus on the potential of using it and how to eliminate the possibility of reproducing existing knowledge. The results consist of 6 approaches of how AD is currently presented and used in research: introductory work, creating and refining stages, making comparisons with established models, tracing the dynamics of promoting development, analysis of mismatches in adult life, and societal and organizational development. There are several promising avenues for future research by using a combination of these approaches as a way forward to promote the development of this scientific field.
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| 3. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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Nya perspektiv på individuell och kollektiv ledarskapsutveckling i komplexa organisationer
- 2019
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Rapport (refereegranskat)abstract
- Detta forskningsprojekt om ledarskapsutveckling i företag finansierades av KK-stiftelsen och genomfördes under 2017-2019 av forskare från Jönköping University, från Malmö universitet och med de deltagande företagen Sandvik, Svenska Spel och NCC. Syftet med forskningsprojektet var att undersöka hur ledarskapsutveckling kan bedrivas och användas för att utveckla företagens förmåga att hantera en komplex omgivning. Forskningsprojektet var samproducerande i och med att forskare tillsammans med företagen utforskade olika perspektiv på hur ledarskapsutveckling bedrivs och kan bedrivas på ett systematiskt vis. Ledarskapsutvecklingen studerades i ett avgränsat sammanhang hos Sandvik och Svenska Spel gällande nyligen genomförda organisationsförändringar och hos NCC gällande hur man organiserar för att hantera stora projekt.Ledarskapsutveckling kan dels innebära en utveckling av ledarna som individer i termer av kompetenser som krävs för att utföra sitt arbete som ledare eller av vidare förhållningssätt till ledarrollen som kan vara formell eller informell. Begreppet involverar även utvecklingen av ett kollektivt ledarskap där ledarskapet fördelar sig över en grupp, avdelning eller hel organisation. Forskningsprojektets samproducerande forskningsansats kan ses som ett exempel på när sådant kollektivt ledarskap utövas av deltagarna.Forskningsprojektet resulterade i akademiska publikationer såväl som ett antal utvecklingsprojekt i företagen. De akademiska resultaten var följande fyra forskningsartiklar:Studie 1: Perspektiv på ledarskapsutveckling, som bygger på intervjuer med ledare från de olika företagen och beskriver sex olika perspektiv och sätt att förstå ledarskapsutveckling som ordnats efter ökad komplexitet.Studie 2: Metoder för ledarskapsutveckling, som ger en översikt över olika metoder för ledarskapsutveckling. En pilotversion av en dialogkarta skapades som kan vara användbar för att ledare såväl som HR-personal ska kunna få en överblick över möjliga sätt att systematiskt stödja ledarskapsutvecklingen.Studie 3: Komplexa organisationer som driver ledarskapsutveckling, som beskriver hur två av företagen, Sandvik och Svenska Spel, har genomfört organisationsförändringar som ökat komplexiteten i organisationsstrukturerna på ett liknande sätt. Förändringarna har gett upphov till nya ledarroller och tillfällen för utveckling av ledarna som berörs samt utveckling av ett mer kollektivt ledarskap.Studie 4: Ett ramverk för ledarskapsutveckling, som introducerar hur ledarskapsutvecklingen kan förstås ur fyra olika perspektiv: individens utveckling, kollektivets utveckling, den strukturella utvecklingen och uppgiftens komplexitet.För företagen resulterade forskningsprojektet i utvecklingsaktiviteter och lärande. Några lärdomar och rekommendationer är att organisationer bör involvera inte bara ledare utan även medarbetare i aktiviteter kring ledarskapsutveckling, initiera6diskussioner kring vad gott ledarskap och ledarskapsutveckling innebär, utveckla inte bara individer utan också det kollektiva ledarskapet, samt att ledarskapsutveckling inte bara sker vid enstaka kurser eller insatser utan kan ske vid det dagliga arbetet, exempelvis vid förändringar i arbetsuppgifter, roller eller organisatoriska förändringar. I detta forskningsprojektet har vi sett det som en central uppgift för en ledare, utöver att leda och bidra till verksamhetens mål, att kontinuerligt och systematiskt stödja den egna och kollegors ledarskapsutveckling. I en föränderlig värld finns inte något slutgiltigt svar på vad ett önskvärt ledarskap är – ledarskapet behöver ständigt utvecklas.
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| 4. |
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| 5. |
- Pedersen, Eja, et al.
(författare)
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Challenges in transdisciplinary research : Example from a study on people as part of energy and ventilation systems in residential buildings (PEIRE)
- 2019
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Ingår i: Cold Climate HVAC 2018 : Sustainable Buildings in Cold Climates - Sustainable Buildings in Cold Climates. - 9783030006617 - 9783030006624 ; , s. 802-812
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Konferensbidrag (refereegranskat)abstract
- Energy efficiency measures in residential buildings typically include changes in ventilation and heating systems, and increased thermal insulation of the building envelope. The expected energy efficiency is not always reached, despite large knowledge and professional implementation of each separate measure. Thereis a lack in understanding of how technical systems interact, and how the ocupants are influenced by and in turn influence the systems by their behaviour. A holistic view and a transdisciplinary research approach are needed to understand relevant interactions and propose integrated energy efficiency measures. The aim of this paper is to reveal challenges in transdisciplinary research projects that include real world studies on both humans and technical systems with measurements before and after renovation of multifamily housing. It is based on experiences from the PEIRE-project (People, Environment, Indoor, Renovation, Energy) carried out by a research team with expertise on environmental psychology, human behaviour, interaction design, universal design, building physics, building services, thermal comfort, aerosol technology, exposure assessment, acoustics, daylight, and complex thinking. Differences in theoretical bases and methodology needed to be dealt with. Metatheory building could help with the transition from a multi- to a transdisciplinary understanding.
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| 6. |
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| 7. |
- Pedersen, Eja, et al.
(författare)
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Challenges in Transdisciplinary Research—Example from a Study on People as Part of Energy and Ventilation Systems in Residential Buildings (PEIRE)
- 2018
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Ingår i: Cold Climate HVAC 2018. - Cham : Springer. - 9783030006617 - 9783030006624 ; , s. 803-812
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Energy efficiency measures in residential buildings typically include changes in ventilation and heating systems, and increased thermal insulation of the building envelope. The expected energy efficiency is not always reached, despite large knowledge and professional implementation of each separate measure. There is a lack in understanding of how technical systems interact, and how the occupants are influenced by and in turn influence the systems by their behaviour. A holistic view and a transdisciplinary research approach are needed to understand relevant interactions and propose integrated energy efficiency measures. The aim of this paper is to reveal challenges in transdisciplinary research projects that include real world studies on both humans and technical systems with measurements before and after renovation of multifamily housing. It is based on experiences from the PEIRE-project (People, Environment, Indoor, Renovation, Energy) carried out by a research team with expertise on environmental psychology, human behaviour, interaction design, universal design, building physics, building services, thermal comfort, aerosol technology, exposure assessment, acoustics, daylight, and complex thinking. Differences in theoretical bases and methodology needed to be dealt with. Metatheory building could help with the transition from a multi- to a transdisciplinary understanding.
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| 8. |
- Stålne, Kristian, et al.
(författare)
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Assessing complexity in learning outcomes - a comparison between the SOLO taxonomy and the model of hierarchical complexity
- 2016
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Ingår i: Assessment & Evaluation in Higher Education. - : Taylor & Francis. - 0260-2938 .- 1469-297X. ; 41:7, s. 1033-1048
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Tidskriftsartikel (refereegranskat)abstract
- An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students’ ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating complexity is the Structure of Observed Learning Outcomes (SOLO) taxonomy. The aim of this analysis is to address the limitations of the SOLO taxonomy in detecting the more subtle differences of the learning outcomes and to clarify the concept of learning modes. This is done by analysing the SOLO taxonomy by means of the model of hierarchical complexity (MHC). The two models are compared by examining their respective theoretical background, the definitions and descriptions of the stages of each model, as well as through evaluating examples illustrating the SOLO levels using MHC. The two models can be viewed as compatible, with MHC also being able to put the SOLO taxonomy in an adult development context, thereby emphasising the importance of developing the students’ access to complex thinking.
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