| 1. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Bedre lesing og forståelse av pensum med støtte av digital sosial annotering
- 2023
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In: Norsk pedagogisk tidsskrift. - 0029-2052 .- 1504-2987. ; 107:3, s. 283-287
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Journal article (peer-reviewed)abstract
- Academic reading is a challenge for many students and there is therefore a need to explore opportunities to support students in reading scientific articles in English, and to understand the new knowledge in a Norwegian context and enable them to use the knowledge in their future professional practice. This article shows how a digital tool provides new opportunities for asynchronous interaction between students about subject content and syllabus, and how this can be used to promote academic reading, professional learning and at the same time increase student interaction.
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| 2. |
- Areskoug Josefsson, Kristina, 1973-
(author)
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Bokrecension av boken “Didaktisk dialog i högre utbildning”
- 2022
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In: UNIPED. - : Universitetsforlaget. - 1893-8981. ; 45:2, s. 165-167
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Review (other academic/artistic)abstract
- Från introduktionen: Att det skrivs böcker om didaktik är inte något nytt, men en bok med fokus på den didaktiska dialogen är däremot ett nytänkande som gör boken extra intressant för universitetslärare. Att få tillfälle att ta del av andra universitetslärares didaktiska reflektioner var den avgörande faktorn för att läsa boken, och under läsningen fortsatte reflektionerna att ge egna reflektioner och intresse för nästkommande fallbeskrivning. Boken var lätt att ta till sig, men även att fortsätta reflektera kring efter läsningen. Kanske eftersom det var lätt att knyta an till de fall som beskrevs i boken och de känslor som kan anas hos fallförfattarna i förhållande till de beskrivna situationerna. Bokens redaktörer, Magnus Levinsson, Lill Langelotz och Malin Löfstedt, har samlat ett intressant och brett urval av fall med tillhörande reflektioner i respektive kapitel.
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| 3. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Co-creation of a working model to improve sexual health for persons living with rheumatological diseases
- 2020
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In: Open Journal of Rheumatology and Autoimmune Diseases. - : Scientific Research Publishing. - 2163-9914 .- 2164-005X. ; 10:3, s. 109-124
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Journal article (peer-reviewed)abstract
- Background: Sexual health needs are insufficiently met for persons living with rheumatological diseases and it is necessary to create better ways to meet these needs. Objective: To co-create a working model to improve sexual health for persons living with rheumatological diseases, that can be used by rheumatological teams in regular rheumatology practice. Design: This study applied a co-creation design with three key features: 1) it took a systems perspective with emergent multiple interactive entities; 2) the research process was viewed as a creative endeavour with strong links to design, while human imagination and the individual experience of patient and staff were at the core of the creative design effort; 3) the process of the co-creative efforts was as important as the generated product. Results: A model defining the role of the patient, the professionals, and the team in optimizing sexual health for persons living with rheumatological diseases was co-created. The model can be seen as a practice guideline, which includes the support needed from and to each participant in the process of promoting sexual health, while being within the professional scope of the professionals’ knowledge and capacity, and in line with the needs of the persons living with rheumatological diseases. Discussion and Conclusions: The co-creative work process identified crucial factors in promoting sexual health, resulting in a useful model for patients, professionals and teams. Co-creation was experienced to be a useful research design to improve rheumatological care, through valuing and using the competence of all research members equally.
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| 4. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Insights from co-reflection [blog post]
- 2020
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Other publication (pop. science, debate, etc.)abstract
- Preamble: Due to the COVID-19 pandemic a scheduled reflective research retreat was reorganized as a digital event in November. Participant were researchers and PhD candidates in a research programme discussing ongoing studies. In one the sessions preliminary findings of a study on outcomes of co-production were elaborated and participants used an electronic survey to share their reflections. This blog reports on some of the insights and co-reflections among retreat participants.
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| 5. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Learning from coproducing digital courses in sexual health in higher education in Norway
- 2024
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In: Learning Organization. - 0969-6474 .- 1758-7905.
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Journal article (peer-reviewed)abstract
- Purpose – Sexual health is insufficiently addressed in health care and higher education, which can lead tolower quality of life and negative health outcomes. To improve the situation, it is necessary to address both theneeds of patients and professionals and collaboratively engage in finding sustainable solutions. The purpose ofthis paper is to explore the feasibility and value of large-scale digital coproduction in higher education.Design/methodology/approach – A study of a project that developed seven interprofessional, digital master-level courses covering different topics related to sexual health. The project was performed through digital coproduction in higher education, with over 100 persons with various backgrounds working together online in designing content and novel digital learning activities.Findings – Large-scale digital coproduction in higher education is feasible and valuable, but the process demands sensitive leadership, understanding of coproduction processes and willingness to learn from each other. To meet the demands from practice it is important to understand the complexity, ever-changing and unpredictable working life changes which, in turn, demands engagement in continuous learning, training activities and the need for formal education.Originality/value – The study provides learning of the feasibility of the value of large-scale digital coproduction in higher education, which is a novel way of working in higher education.
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| 6. |
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| 7. |
- Areskoug Josefsson, Kristina, 1973-
(author)
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Meeting The Demands Of PhD Supervision By Changing Supervision Practice : A Supervisor's Reflection On Didactic Change
- 2023
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In: Journal for New Generation Sciences. - 1684-4998. ; 21:1, s. 52-61
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Journal article (peer-reviewed)abstract
- This article presents a PhD supervisor's reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor's experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Supporting students in higher education in transforming their thesis into a scientific article
- 2021
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In: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 11:2
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Journal article (peer-reviewed)abstract
- According to our experience from education in health and welfare, there are increased expectations in academia for students to publish their work as scientific international articles. Reasons and motivation for transforming the thesis to a scientific article vary; however, it is essential to understand that the work includes substantial revision to meet the requirements of a scientific article. We have long experience of teaching in higher education and have supported students from various educational programs in health and welfare to publish their theses as articles in scientific journals. This demands time, engagement and competence from both supervisors and students, demands that to our knowledge rarely are acknowledged in higher education organisations. A coherent guide on how to support students aiming for publication would have been helpful, and this article is anchored in our experiences and reflections on this matter. This article highlights eight preparatory reflective questions and presents a guide for supervisors in supporting actions for the transformation of a thesis to an article.
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| 13. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Trust and self-efficacy as enablers and products of co-production in health and welfare services
- 2021
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In: Processual perspectives on the co-production turn in public sector organizations. - Hershey, PA : IGI Global. - 9781799849759 - 9781799858850 - 9781799849766 ; , s. 42-58
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Book chapter (peer-reviewed)abstract
- Health and welfare services are facing major challenges, including impaired efficiency in meeting the complex needs of users. To face these challenges, there is a need to develop new ways of working, such as co-production. It is a challenge to enable and enhance inclusive co-productive processes, but trust and self-efficacy are key concepts for success. Trust and self-efficacy can be considered as both enablers and products of co-production and are thus important to acknowledge together with contextual factors and to act upon at all organizational levels, starting with individual patients and users.
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| 14. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Using ICF and ICHI to promote sexual health
- 2021
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In: Cogent Medicine. - : Taylor & Francis. - 2331-205X. ; 8:1
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Journal article (peer-reviewed)abstract
- Sexual health is an important but often neglected field in health and welfare practice. Using structured documentation in a systematic work process can promote sexual health care including rehabilitation. Objectives: To present an overview of the usefulness of International Classification of Functioning, Disability and Health (ICF) and International Classification of Health Interventions (ICHI) concerning sexual health in the care process, in the electronic health record (EHR) and for follow-up of results. Using experience from practice and research to identify relevant information in health care processes related to sexual health, which are coded by using ICF and ICHI. The ICF and ICHI can be useful tools to describe functioning, patient's goals, results, planned and performed interventions for investigation, treatment, prevention, and follow-up at individual level in care processes concerning sexual health with unified and unambiguous terms, concepts, and codes in the EHR. Using the ICF and ICHI can support improvement of individual sexual health care including rehabilitation, and also support follow-up and quality management at local to global level within the domain of sexual health.
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| 15. |
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| 16. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
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Value of performing a Rasch analysis on a reliable and valid instrument : Case study of the SA-SH
- 2020
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In: Journal of Nursing Measurement. - : Springer Publishing Company. - 1061-3749 .- 1945-7049. ; 28:2, s. 322-342
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Journal article (peer-reviewed)abstract
- Background and PurposeThe aim of this study was to explore the potential added value of performing a Rasch analysis on a reliable and valid instrument employed in nursing research and educational interventions, using the Students' Attitudes toward Sexual Health (SA-SH) as an example.MethodsThis study was performed with a polytomous Rasch model.ResultsThe Rasch analysis confirmed the reliability and validity of the SA-SH. Rasch analysis presented information about the item's individual response options and gave the opportunity to judge how well different answers alternated in an item. The Rasch analysis also provided information about the proportion of extremes and the possibility of excluding these.ConclusionsThe Rasch analysis provides added value regarding information that needs to be considered regarding choices of questionnaire literacy compared to item fit. The SA-SH is also valid and reliable when tested with Rasch analysis.
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| 17. |
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| 18. |
- Areskoug Josefsson, Kristina, 1973-
(author)
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Work integrated learning for a working life in academia : Experiences from working with PhD-students during the covid-19 pandemic
- 2022
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In: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 35-36
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Conference paper (other academic/artistic)abstract
- Work integrated learning in academia and wellbeing for PhD-studentsFew PhD-students have a clear plan for their coming career after completion of their PhD-studies. There can be dreams of starting new enterprises, combining research with innovations in practice, or to pursue a career in academia. In health and welfare research schools there are many PhD-projects involving single PhD-students, as well as part-time PhD-students whose project is connected to their workplace. Research shows risk of low wellbeing and high levels of stress among PhD-students, together with feelings of isolation and impostor syndrome (Seeber and Horta, 2021, Schmidt and Hansson, 2018). Such negative feelings negatively impact the outcome of the PhD period and may also affect the future career of the PhD-student. To promote and sustain PhD-students health and wellbeing, there is a need to test activities that can decrease experienced negative stress during the PhD-period as well as enhancing academic competencies like academic leadership, academic writing skills and pedagogical skills. In addition, successful academics should have excellent competence in their field, collaborate with stakeholders and engage in impact activities. Thus, the PhD period needs to provide work integrated learning in academia to provide learning opportunities to develop those skills. Research conce rning PhD-students’ wellbeing and progress shows that the supervisor has an extremely important role for completion of the PhD and for the wellbeing of the student (Buirski, 2022). However, there are limited resources set up for PhD supervision and mentoring, which can create stress and mismatch in needs and capacities between the supervisor and the PhD-student. During the covid-19 pandemic the risk of losing pace in PhD-projects increased, in addition to disconnectedness with academy due to digital instead of physical meetings. However, this change also provided opportunities for novel and pragmatic ways of structuring supervision and enhancing the self-efficacy of the PhD-students. The purpose is to present learnings and outcomes of work-integrated learning project in academia for PhD-students.The focus is on two novel learning activities: online writing retreats and online monthly meetings, which were tested during the covid-19 pandemic. The aim of the learning activities was to encourage the PhD-students to be the leaders of their projects, to collaborate with others to find their role in academia, and learn the trade of being an academic, while practicing doing so, and promote wellbeing during the PhD period. The project has been performed with Plan-Do-Study-Act (PDSA) in biannual evaluation cycles. The PDSA is a quality improvement tool focusing on the translation of ideas and intentions into action (Reed and Card, 2016). The iterative structure of PDSA is well suited to promote learning of a tested change and help shape organizational culture for the better (Reed and Card, 2016). Evaluation data includes number of participants, types of spin-offs from the learning activities, and participants’ oral and written feedback on the learning activities. The collected data was analyzed from the perspective of usefulness of the learning activities related to theories of work-integrated learning. Online structured digital writing retreats Open to more than the PhD-students supervised by the facilitating supervisor (any PhD-student who considered themselves in need of learning better academic writing structure, master students who wanted to become PhDstudents, other supervisors who wanted to see how a digital writing retreat worked). This activity showed participants the importance and diversity of academic writing. The participants chose their own writing tasks, report on their progress, and plan for their next step – but being their own controller and thus actively practicing self-leadership. At the same time the participants shared their feelings of participating in the writing retreat when reporting their writing progress – thus creating a social, international, and interdisciplinary forum, increasing their networks and enhancing feelings of belonging. This in turn ignited cross-project collaboration, thematic discussions and sharing of scientific literature of importance. As facilitating supervisor, I participated on the same level as other participants, sharing my writing progress and feelings related to academic writing. The 1-hour monthly meetings for PhD students supervised by the same supervisor.The meetings were co-designed by the PhD-students, where the first meeting developed from a shared practical problem concerning digital data safety. Coming meetings were then co-designed depending on experienced needs by the PhD-students. The PhD-students were in different phases of their PhD-process; thus, they could bring in varied perspectives and share learning with each other on the academic processes. They could also discuss issues that they considered important, such as being asked to review for a journal or being asked to teach at bachelor or master programs. Such collaborative working discussions across projects and disciplines are important in academia and the meetings were used to solve problems in academic practice and to test scientific ideas. As the meetings also were led in turn by the participating PhD-students, academic leadership skills were practiced in this setting. As participating supervisor, I had a more passive role than in traditional supervision meetings, and the meetings were inspirational and provided opportunities for shared learning.Outcomes from the novel learning activitiesThe PhD students themselves describe how they have both acquired increased academic skills, and that the online writing retreats have been important in decreasing negative stress, creating a safe social environment which has been important for their wellbeing. The shared learning activities also presented a view of how to work together in academia, which may support the students when thinking of their future career and if this is to relate to academia. As a supervisor, I can clearly see that the activities have enhanced self-efficacy, leadership skills, cross-disciplinary collaboration, national and international networks and decreased dependency on supervisors. The additional bonus of those work-integrated learning activities has been the good progress of the participants’ projects and joy at work!
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| 19. |
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| 20. |
- Chalachanová, Anna, et al.
(author)
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Critical exploration of researchers’ experiences within the field of participatory research
- 2022
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In: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 50-51
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Conference paper (other academic/artistic)abstract
- Research question: Autoethnographic critical scrutiny as a step towards more inclusive research practices in participatory research?In this presentation we would like to discuss a paper draft. The paper examines the autoethnographic accounts of four researchers to highlight and critically explore our experiences within the participatory action research (PAR) (Schubotz, 2020). PAR is based on the principles of close co-operation between researchers and participants with experience-based knowledge, in this case people with disabilities. Hancock et al. (2012) define three justifications for the participation of people with experience-based competence in research: the ethical, the qualitative and the "therapeutic". The recipients of health and welfare services should have a voice in research in areas that will have a direct impact on their life situation. The qualitative aspect concerns that people with experience -based knowledge can strengthen the quality of the research with new approaches by asking relevant questions or by recruiting participants. This can strengthen the research's relevance, validity and focus on the development of knowledge relevant to those concerned. The third rationale is the therapeutic or empowerment rationale, i.e., that the research can have a positive impact on people who receive services and who are involved in the research (Askheim et al., 2019; Hancock et al., 2012). PAR is connected to democratic values, co-creation of knowledge and the believe that this form of co-operation can influence practice. Participatory action research creates space to develop new research communities where the researcher and the researcher's agenda are pushed aside to create space for the research community that develops as a result of interaction between researchers and participants with different backgrounds (experiences) (Nind, 2014 a; Northway, 2010). PAR is a context-bound research that is most often based on dialogue-based collaboration, and which aims to develop new knowledge or insight that can primarily be recognized in the context in which it takes place (Levin, 2017). It should also be based on local challenges that participants in the research encounter in their everyday lives (Lawson et al., 2015). Collaboration with people with experience-based knowledge in research can be the key to creating opportunities to co -create an inclusive democratic society. All the authors have been doing PAR in different research projects. In various academic meetings, we often discussed methodological approaches, our research role, things not working as expected, or when we felt unsure of whether or what we were doing was right or wrong. This paper will try to bring to light and exemplify some of the tensions and challenges we have met in our research practice with PAR. Based on four autoethnographic accounts and theory on autoethnography as a background, the article will reflect upon, critically analyze, and discuss researchers' roles, power, and epistemic privileges in PAR. The autoethnographic approach is based on the researcher's reflections and critical examination of their identities, roles, power, or penalties within one or several cultural contexts (Hughes & Pennington, 2016). It is a critical reflexive action research in which the researcher takes an active, scientific, and systematic view of personal experience concerning cultural groups identified by the researcher as similar to the self (i.e., us) or as others who differ from the self (i.e., them) (Hughes & Pennington, 2016, s.8).51Establishing data:Four of us wrote two reflections each containing autoethnographic thoughts that reflected tensions in our research practice, for example challenging privileged academic discourses or traditional researcher roles. The logs had roughly the following structure: describe the setting (where, when, why) and your reflections/tensions. Then we read all the logs and wrote down our reactions, keywords, and reflections based on our own research experience. We wrote whether the examples sounded familiar or whether they were unfamiliar or differed from our experiences. All researchers presented the reflections they had written based on the logs, and we summarized central themes based on all the logs.By reading the other authors reflections and at the same time reflecting on their texts using our own experience and taking notes, writing keywords to their texts, started the analysis process in familiarizing with the data (Braun & Clarke, 2014). The analysis was conducted by summarizing the material through the active process of identifying similar themes in the texts, using all the keywords and reflections (Braun & Clarke, 2014). The main themes identified so far were power and power (in)balance, researcher’s role, and epistemic privileges in PAR. Next, we discussed these themes, scrutinizing structures and processes that can influence the research or unconscious processes and power relations tipping the research in one particular direction (Alvesson & Sköldberg, 1994, 2017). Reflections so far The autoethnographic texts touch upon power and power balance in relationships between researchers and participants with experience-based knowledge. The power connects to decision-making for example who is making decisions, what kind of cooperation and co-production of knowledge is happening, and how deadlines sets premises for collaboration. The topic of power may be described on a micro level, what the researchers intend to do in the meetings but may also be connected to the framework of the research projects such as projects goals and progression within the project. Projects depend on a certain pace and effectiveness to fulfil the goals. This has to do with financing and funds that can run out. This effectiveness might be challenging when we do research with people with experience-based knowledge, especially if there is a gap between researchers' starting position, theoretical background and expectations, and co-researchers' needs, interests, or expectations. Although researchers are aware of their power and try to adapt the process so that co-researchers can experience a real contribution, it might seem that the researchers have the final word in the end, and we should discuss whether and how we should address that. Co-researchers must usually adjust to the academic world rather than vice versa.
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| 21. |
- Elnegaard, C. M., et al.
(author)
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Psychometric Properties of the Danish Version of the Questionnaire Professionals’ Attitudes towards Addressing Sexual Health (PA-SH-D)
- 2022
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In: Sexual Medicine. - : Elsevier. - 2050-1161. ; 10:4
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Journal article (peer-reviewed)abstract
- Background: Health professionals’ attitudes towards addressing sexual health are important to promote patients’ sexual health. Therefore, measurement of health professionals’ attitudes towards addressing sexual health is essential. Aim: This study aimed to adapt the questionnaire Students’ Attitudes towards Addressing Sexual Health (SA-SH-D) to health professionals working with rehabilitation in Danish municipalities and evaluated psychometric properties of the adapted questionnaire: The Danish Version of the Professionals’ Attitudes towards Addressing Sexual Health (PA-SH-D). Methods: The SA-SH-D was adapted to PA-SH-D and a face validity evaluation focusing on phrasing, functionality, perception and relevance was done. In a pilot study, the PA-SH-D was answered by health professionals and internal consistency reliability and floor and ceiling effects were evaluated. Outcomes: Face validity included phrasing, functionality, perception and relevance of the items in PA-SH-D, internal consistency with Cronbach's alpha in the total scale and floor and ceiling effects. Results: Face validity of the PA-SH-D was acceptable. The sample size was 52 health professionals working with rehabilitation, the internal consistency reliability (Cronbach's alpha: 0.89 [lower confidence interval {CI}: 0.85]) and floor and ceiling effects (0.0%–13.7%) of the PA-SH-D were acceptable. Clinical translation: As sexual health is important in human quality of life, the validation of the PA-SH-D is highly valuable as it evaluates health professionals’ attitudes towards addressing sexual health, and thereby is able to measure the need for education and training in sexual health and detect changes in attitudes following an educational intervention. Strengths and limitations: Strengths were that the PA-SH-D measures both attitudes and competences and covered a need in clinical practice. The recruitment was broad and we used the work of others to orient this work. Limitations were that this study covered a preliminary psychometric evaluation and a thorough evaluation covering other aspects of psychometry should be done. We used both paper-based and online-based survey which possibly could cause bias. The study had a relatively small sample size. Comparing health professionals to students can be seen as both a limitation and a strength. Conclusion: The results in face validity and internal consistency reliability indicate usefulness of the PA-SH-D to measure health professionals’ attitudes towards addressing sexual health. Further evaluation of psychometric properties of the PA-SH-D is recommended. Elnegaard CM, Christensen J, Thuesen J, et al. Psychometric Properties of the Danish Version of the Questionnaire Professionals’ Attitudes towards Addressing Sexual Health (PA-SH-D). Sex Med 2022;XX:XXXXXX.
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| 22. |
- Fjetland, Kirsten Jæger, et al.
(author)
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Praksisfellesskap i endring i norsk grunnskole? : Læreres erfaringer med tverrfaglig samarbeid om elevers faglige og sosiale mestring
- 2023
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In: Nordisk tidsskrift for pedagogikk og kritikk. - 2387-5739. ; 9, s. 215-233
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Journal article (peer-reviewed)abstract
- Med bakgrunn i politiske og faglige føringer for styrket tverrfaglig samarbeid i skolen, var studiens hensikt å utforske læreres erfaringer forankret i et konkret endringsprosjekt hvor alle barne- og ungdomsskoler i en mellomstor norsk kommune utforsket samskapende prosesser for tverrfaglig samarbeid. Studiens mixed-methods-design omfattet nettskjema med kvantitative og kvalitative spørsmål knyttet til samarbeid om elevers faglige og sosiale mestring. Studiens resultat gir implikasjoner for videreutvikling av det nasjonale prosjektet Et lag rundt læreren. Resultatene synliggjør bredde i læreres samarbeidsrelasjoner, samt variasjon knyttet til fag- og kontaktlærers rolle og skolers varighet i prosjektet. Studiens resultat viser at økt tilstedeværelse og støtte fra pedagogisk-psykologisk tjeneste (PPT) og helsesykepleier i lærers skolehverdag og etablering av skolevise, tverrfaglige lag bidrar til praksisfellesskap med mer relevant støtte til elevers faglige og sosiale mestring. Studiens resultat drøftes i lys av systemteoretiske perspektiv. Tverrfaglig samarbeid utforskes som sosial støtte i læreres praksisfellesskap og som samskaping på systemnivå. Konklusjonen peker på utfordringer ved ulik tverrfaglig samarbeidspraksis mellom skoler og læreres meningsforhandlinger av prosjektets kunnskapsgrunnlag, noe som utfordrer ledelse av utviklingsarbeidet i prosjektet.
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| 23. |
- Folkman, A. K., et al.
(author)
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Being and becoming critical friends as a sustainable support function in academic work
- 2022
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In: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 99-100
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Conference paper (other academic/artistic)abstract
- As we strive to teach our students to think critically about health and well-being in professional work, based on cooperation, life-long learning, and sustainability in working life, we need to meet the challenge of applying strategies to achieve this in academia as well. Stolle et al. (2018) underline the need to better understand CF as a research tool, to improve ourselves as self-study researchers versus teacher educators. We need to collaborate, to establish safe ways of working and negotiate shared understandings to develop and growth in professional academic achievement. Addressing sustainability challenges is most effective when coproduced by academics and non-academics in a way that provides solutions and contributions to the related scientific body of knowledge (Schneider et al., 2021). This presentation explores CF as a sustainable support function based on our experiences in a co -produced research project in a Norwegian municipality. The research question is: What characterizes CF as a sustainable support function in a follow-up research project in a Norwegian municipality?The case: The municipality has an ongoing innovation project “The team around the teacher and the pupil (2019 –2023)”. This project has a public health- and preventive perspective based on experienced challenges in the local school setting. The focus of the project is to strengthen the pupils’ learning environment and learning outcomes, by involving the reorganization of interdisciplinary and interprofessional resources to promote coping, belonging and good mental health in all the primary and secondary schools in the municipality (Folkman et al., 2020). The research group was interdisciplinary and worked in close collaboration with the municipality´s project leaders. The project also included master students’ projects. The engagement of master students in a co -produced research project provides the students with work-integrated learning experience of research with practice. Theory: Co-production of knowledge must explicitly recognize multiple ways of knowing and doing (Schneider et al., 2021). CF involves trusting relationships, productive tensions, and two-way learning as mechanism (Knowles et al., 2018; Stolle et al., 2018). The connection between reflection and CF (Stolle et. al, 2018), aligns with core participatory mechanisms that enable ‘dialogue and iteration’ and authentic involvement (Knowles et al., 2018; Norén & Wallin, 2018). Conflicting agendas require that parts reflect on the principles of respect and solidarity to ensure a broader collective goal and that each agenda can be met while maintaining the integrity of the overarching goal of the research (Page, 2022). Reflection is a meaning-making process highlighting relationships (Stolle et al., 2018). Method and analysis: The research question led to an integrated analytic process (Strøm & Fagermoen, 2012), based on the project documents, reports, and articles from the project. The deductive analysis involved the interpretation of the data to explore characteristics of CF as sustainable support in work integrated learning. Two themes emerged through the analysis process: CF and knowledge production in the project and CF: mandate and role. ResultsCF and knowledge production in the project: There was a period of initial negotiations between the project leader and the research group, as the project leader wanted to develop a research design suitable to support the objectives and aims of the project. Therefore, work ascritical friends, started by critical questions from the research group about the operationalization of research objectives in the project and the pre-planned measures of intended results. There were negotiations of understanding in the processes of developing a contract and research plan and considering knowledge from both parties. This time-consuming process was ongoing through the follow-up research, as new perspectives and results emerged. However, this also led to a closer collaboration with more school staff and leaders in the municipality, which was beneficial for understanding the results from the project.CF: mandate and role: Co-production in the research process took place in a field of tension, where the project leaders and the researchers acted as critical friends to each other. The underlying tension, based on the project leader`s mandate, role and knowledge of the context, and the research groups roles and competence in research methodology, proved to enhance the learning for both parties and encompassed continuous need for dialogue. However, through CF the research of the project was also used to inform and improve the project, and then provide additional collaborative research topics. The controverses advanced a dynamic co-creative learning process, linked to knowledge of practice-based evaluation research in this context, but also a nearer friendship that obliged.DiscussionOur results show, that that CF in co-production between practice and research can contribute to promoting the legitimacy of the research contribution in the field of practice the project deals with, supported by Schneider et al., (2021). For researchers’ objectivity and integrity in the research process is essential, but this can be experienced as conflicting with project leaders’ views and need for measurable outcomes. Reflecting rooted in a scientific inquiry, can serve as generating new meaning and learning opportunity for both parties (Stolle et al., 2018). The results underpin the importance of understanding one’s language and respecting each other’s knowledge when co-producing together with academia and practice (Schneider et al., 2021). To push our thinking and learning asking critical questions, can be limited by being “best friends” (Stolle et al., 2018), thus hav ing different views are an asset. Agreement must be reached about different roles, responsibilities and knowledge, and how the objectives of each stakeholder can be achieved (Page, 2022). The participating students could have been even more involved in the CF dialogues. They were invited to result presentation meetings, but work-integrated learning would have been enhanced if they had been able to participate on more equal terms. ConclusionThis paper presents joint learning from a mainly online CF experience, formed by mutual respect and leading to increased learning and increased value of research outcomes. The value of research collaboration and support with CF is increased. This is important in academia and for a sustainable work situation for research ers. The project also provided work-integrated learning for students, but this could have been further enhanced.
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| 24. |
- Folkman, Anne Katrine, et al.
(author)
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Forebyggende og helsefremmende «systemsamarbeid» i skolen : PPT- og HS-perspektiver
- 2023
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In: Norsk pedagogisk tidsskrift. - : Universitetsforlaget. - 0029-2052 .- 1504-2987. ; 107:1, s. 65-80
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Journal article (peer-reviewed)abstract
- Artikkelen undersøker forebyggende og helsefremmende systemsamarbeid i prosjekt i skolen, med fokus på psykologisk pedagogiske rådgivere (PPT) og helsesykepleiere (HS). Studien har mixed methods design med spørreskjema og etterfølgende gruppeintervju til ansatte og ledere ved PPT og HS. Resultatene viste endring i tverrfaglig samarbeid, betydning av ledelse og prosjektforankring. I studien drøftes læringen fra prosjektet, i lys av rom for endring i organisering og ledelse av arbeidsmåter i skolen. Læringen fra prosjektet gir implikasjoner for videreutvikling av forebyggende og helsefremmende systemarbeid i det nasjonale prosjektet: Et lag rundt læreren. Det lokale prosjektet avdekker ubrukt potensiale i samarbeide, grunnet prosjektdesign og ulik forståelse av prosjektets hensikt. I lys av den nasjonale intensjonen om forebyggende og helsefremmende systemarbeid i skolen, kan læring fra kommunale prosjekter ha overføringsverdi.
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| 25. |
- Folkman, Anne Katrine, et al.
(author)
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Forhandlinger i samskapning og utvikling av digitale emner i høyere utdanning : Erfaringer fra en observasjonsstudie
- 2023
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In: Nordisk tidsskrift for helseforskning. - : UiT The Arctic University of Norway. - 1504-3614 .- 1891-2982. ; 19:1, s. 1-20
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Journal article (peer-reviewed)abstract
- Hensikten med denne artikkelen er å tilføre erfaring om samskaping fra et prosjekt i høyere utdanning, hvor målet var utvikling av digitale emner innen fagområdet seksuell helse. Observasjoner av prosjektmøter ble analysert i en tematisk analyse. Kjennetegn ved prosjektet som ledelsesforankret fremkom ved at det ble stilt forventninger til deltakere om at de skulle jobbe for felles mål i prosjektet. Resultatene viste at samskapingsprosessen var kjennetegnet av kompetanse-og informasjonsdeling mellom deltakerne. Prosessen var i tillegg preget av posisjonering, i den forstand at ulike faglige forutsetninger blant deltakerne gav grunnlag for gjentakende diskusjoner om forståelse og anvendelse av ulike teoretiske perspektiver og begreper. Faglige særinteresser og erfaringer påvirket ledelse og distribusjon av makt i samskaping både i prosjektledergruppemøtene og i referansegruppemøtene. Videre belyser resultater behov for åpen kommunikasjon, felles mål og klare forventninger til deltakelse. Resultatene tyder på at samskaping i utvikling av høyere utdanning kan være krevende for både ledelse og deltakere, men at det samtidig muligheter til å ivareta kunnskapsbasert kvalitetsutvikling i lys av behov i praksisfeltet
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