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| 3. |
- Bengtsen, Peter, et al.
(författare)
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Interdisciplinarity, group responsibility and conflict as resources for learning
- 2014
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Ingår i: Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012.
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Bokkapitel (refereegranskat)abstract
- In the autumn of 2011, the course “The City: Boundary Transgressions and Visual Expressions” was given for the first time. Formally placed at the Division of Art History and Visual Studies, the course was a collaboration with the Division of Social Anthropology and was directed towards students from a range of disciplines within the fields of the humanities and social sciences. The course included an excursion to a European city (e.g. Paris, Berlin) during which the students conducted minor field studies in interdisciplinary groups. The present text presents and discusses some of the experiences derived from the course in relation to the themes of interdisciplinarity, conflict and group responsibility as learning resources. The main ideas behind the interdisciplinary group work as a central TLA was to give the students first-hand experience with different scientific methods and stances and to contextualize and emphasize the tradition that each student is embedded in. The response was generally positive. Students found it educational to use methods from different fields to gain a holistic understanding of their object of study. However, the course evaluations also show that the organization of the interdisciplinary group work can be challenging. Rather than seeing the conflicts that arise among students as a problem, in this paper we suggest to see them as resources and opportunities for learning. Consequently, while the course team has been available for consultation, the students have been expected to solve confrontations among themselves. This process of handling differences of opinion, work routines, etc. prepares the students for professional life both inside and outside of academia.
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| 4. |
- Bergqvist, Johanna, et al.
(författare)
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Uppsatsskrivande som forskningsbaserat lärande
- 2014
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Ingår i: Högskolepedagogisk reflektion och praktik. Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012. - 9789187833007 ; , s. 85-95
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Bokkapitel (refereegranskat)
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| 8. |
- Handal, Gunnar, et al.
(författare)
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The role of academic developers in transforming Bologna regulations to a national and institutional context
- 2014
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Ingår i: International Journal for Academic Development. - 1470-1324. ; 19:1, s. 12-25
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Tidskriftsartikel (refereegranskat)abstract
- Academic developers (ADs) often participate in the implementation of programs or reforms within higher education. Sometimes they agree with these and sometimes they disagree. This paper discusses possible agentic positions during an authentic policy implementation, i.e. the National Qualification Framework within a Norwegian university. Through reflexive interpretation, and by applying concepts from ’discursive institutionalism’ the process of implementation from the national level to the University departments, is described and analyzed. The actions and arguments of the ADs involved in the process are presented and their educational rationale is described. The ADs’ agency is discussed through educational and political science concepts and in light of power and of a tension between two competing world views: professional accountability and professional responsibility. Finally, we reflect upon the advantages with a collaborative and international investigation of AD’s professional s practices.
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| 11. |
- Johansson, Ingela, et al.
(författare)
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Ökad kontakttid med ämnet : exempel från språkutbildning
- 2014
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Ingår i: Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012. - 9789187833007
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Bokkapitel (refereegranskat)
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| 12. |
- Kyllmar, Katarina, et al.
(författare)
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Small agricultural monitoring catchments in Sweden representing environmental impact
- 2014
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Ingår i: Agriculture, Ecosystems and Environment. - : Elsevier BV. - 0167-8809 .- 1873-2305. ; 198, s. 25-35
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Tidskriftsartikel (refereegranskat)abstract
- Nutrient losses to surface waters have been monitored at the small agricultural catchment scale (2-35 km2) for 20 years in Sweden. Eight of the 21 catchments have been more intensively monitored, with flow-proportional stream water sampling, analysis of groundwater quality, yearly crop management surveys and soilcharacterisation.Annual lossesof total nitrogen(N)atcatchmentstreamoutlet vary from6 to 32 kg ha 1, with the largest losses from sandy loam soils in south-west Sweden, where precipitation is high. Losses of total phosphorus (P) vary from 0.1 to 2.0 kg ha 1 year 1 and are largest in catchments with clay soils. Compared with surrounding agricultural areas, crop production is more intensive in most of the monitoring catchments, e.g. the production of annual crops for the market constitutes a larger share of arable land than production of ley in 15 out of 21 monitoring catchments. A more intensive crop production is a consequence of a preference for a high proportion of arable land in the monitoring area which coincides with more productive agricultural areas inthe regions. Knowing how the catchmentsrelate tootheragricultural areasis important when the catchments are used as indicators of agricultural impacts on surface waters. For detection of the success of implemented mitigation measures, small monitoring catchments are suitable since the response on stream water quality is faster than in larger river catchments where the contribution from other sources is larger and retention in streams and lakes occurs to a larger extent. The catchment information also enhances validation of models used for estimating losses of nutrients from other agricultural areas where information on crops, soils and climate exist but data on agricultural management and water quality is scarce.
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- Mårtensson, Katarina
(författare)
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Bedömning av pedagogisk kompetens på LTH
- 2010
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Konferensbidrag (refereegranskat)abstract
- Sedan flera år tillbaka har bedömning av pedagogiska meriter och pedagogisk skicklighet uppmärksammats alltmer inom högskolesektorn, i synnerhet i samband med anställning och befordran (se Ryegård m.fl., 2010, för aktuell svensk översikt). Högskoleförordningen kräver sedan 2002 högskolepedagogisk utbildning för behörighet att anställas som adjunkt eller lektor; liksom att lika omsorg ägnas prövningen av vetenskaplig och pedagogisk skicklighet vid anställning av lärare. LTH har valt att också ställa sådana krav vid befordran. Detta bidrag presenterar ett projekt med syfte att kartlägga och dokumentera hur bedömningsprocesserna med avseende på pedagogisk kompetens på LTH har utvecklats. I projektet har representanter för LTH:s ledning, lärarförslagsnämnderna, Genombrottet, samt sökande intervjuats. Därtill har centrala dokument analyserats. Resultaten som kommer att presenteras vid konferensen indikerar att bedömning av pedagogiska meriter och pedagogisk skicklighet tas på allvar inom LTH. Pedagogiska Akademin förefaller ha haft stor betydelse bl.a. vad gäller utveckling av bedömningskompetens. Personer med uppgift att bedöma betonar komplexiteten i uppdraget och vikten av förankring i organisationen. Vidare anser de sig utveckla en stor – men icke dokumenterad - kompetens att göra bedömningar bl.a. i relation till olika ämnen. Det framkommer också en potentiell risk för spänning mellan olika beslutsnivåer, exempelvis gällande strategiska rekryteringar.
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| 17. |
- Mårtensson, Katarina
(författare)
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Bedömning av pedagogisk kompetens på LTH
- 2010
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Ingår i: Proceedings 2010 : 6:e Pedagogiska inspirationskonferensen 15 december 2010 - 6:e Pedagogiska inspirationskonferensen 15 december 2010.
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Konferensbidrag (refereegranskat)
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| 18. |
- Mårtensson, Katarina, et al.
(författare)
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Developing a Quality Culture through the Scholarship of Teaching and Learning
- 2011
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 30:1, s. 51-62
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Tidskriftsartikel (refereegranskat)abstract
- The critical features of a strategy to promote improved teaching and learning are explored in this article from a socio-cultural perspective in a research-intensive institution. The paper presents theoretical underpinnings and implications as well as an empirical case study of such a strategy and its seemingly successful results. The strategy builds on scholarship of teaching and learning beyond individual development, and aims at cultivating a culture of continuous improvement of teaching and student learning. The case study describes a number of co- ordinated, and interrelated activities at various institutional levels to support the strategy. The results are discussed in terms of academic engagement. Important aspects such as academic freedom, professional identity and leadership are also discussed.
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| 21. |
- Mårtensson, Katarina, et al.
(författare)
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From Quality Assurance to Quality Practices: an investigation of strong microcultures in teaching and learning
- 2014
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Ingår i: Studies in Higher Education. - : Informa UK Limited. - 0307-5079 .- 1470-174X. ; 39:4, s. 534-545
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Tidskriftsartikel (refereegranskat)abstract
- One of the main beliefs in quality assurance is that this activity – indirectly – will stimulate change in the work practices associated with teaching and learning in higher education. However, few studies have provided empirical evidence of the existence of such a link. Instead, quality assurance has created an unfortunate divide between formal rules and routines, and the daily practices in academia associated with teaching and learning. This article reports a study of ‘quality work’ – concrete practices in academic microcultures with a reputation for being strong in their teaching and learning as well as in their research function. We argue that the relationship between quality assurance and enacted quality practice needs to be understood in the light of how formal organizational structures, as well as cultural characteristics and academic aims, are balanced within working groups in universities.
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| 22. |
- Mårtensson, Katarina
(författare)
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Influencing teaching and learning microcultures. Academic development in a research-intensive university.
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus in this thesis is to explore theoretical perspectives and strategies for academic development, particularly in a research-intensive university. The purpose is to investigate academic development that aims to support and influence individual academic teachers and groups of teachers, in the different social collegial contexts that they work in, here called microcultures. Building on literature focused on organizational learning these microcultures are defined as constituting the meso-level within the university. Previous research shows that effects from teacher training programmes largely depend on how such programmes are valued in the teacher’s professional environment. Furthermore, previous research has shown that local teaching and learning cultures, including norms developed over time, largely influence teachers’ ways of thinking and practising. In this thesis academic development is explored with a research-intensive Scandinavian university as a case study. The theoretical framework originates from sociocultural and network theory, as well as from organizational and leadership research. The research is presented here in five articles and shows that academic teachers rely on trusting and inspirational conversations about teaching with a few others that constitute the teacher’s significant network. The more the professional context or microculture supports such conversations, the higher the number of significant relations within the workplace. By researching microcultures as a starting point for systematic academic development at the organizational meso-level, the research further suggests that an effective strategy for academic development is to increase the number of significant relations within microcultures, as well as between them. One such strategy that is used and investigated in the case is the scholarship of teaching and learning (SoTL). SoTL can be a quality regulator for the character of the conversations within and between networks and the artefacts produced through SoTL can be used as transferrable objects of locally produced knowledge both within and between microcultures. Finally, local-level leadership is shown to have an impact on the development of microcultures, with results indicating that above all, an internal mandate needs to be established. By focusing on how academic teachers and leaders are mutually influenced by, and influence, their collegial context, this thesis shows that academic development, taking this into account, has the potential to contribute to organizational learning.
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| 25. |
- Mårtensson, Katarina, et al.
(författare)
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Starka mikrokulturer – ett sociokulturellt perspektiv på högre utbildning
- 2014
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Ingår i: Vetenskapliga perspektiv på lärande, undervisning och utbildning i olika institutionella sammanhang : Utbildningsvetenskaplig forskning vid Lunds universitet - Utbildningsvetenskaplig forskning vid Lunds universitet. - 9789174738629 - 9789174738636 ; , s. 381-390
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Bokkapitel (refereegranskat)
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| 26. |
- Nordin, Magdalena, et al.
(författare)
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Sociologiska perspektiv på religionsämnet i svensk grundskola
- 2014
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Ingår i: Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012. - 9789187833007 ; , s. 125-147
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Bokkapitel (refereegranskat)abstract
- The aim of the article is to add a sociological perspective on the subject of religion. This will be based on a review of the development of the subject, based on a critical analysis of the 2011 curriculum and curriculum for the subject of religion, both for primary school curricula for teacher education at the university as well as a textbook on religion.
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| 30. |
- Roxå, Torgny, et al.
(författare)
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Higher Education Commons : a framework for comparison of midlevel units in higher education organisations
- 2014
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Ingår i: European Journal of Higher Education. - : Informa UK Limited. - 2156-8235 .- 2156-8243. ; 4:4, s. 303-316
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Tidskriftsartikel (refereegranskat)abstract
- Socio-culturally formed collegial contexts in the midlevel of higher education organizations have attracted increased attention from higher education researchers. It is assumed that development, change and stability are dependent on norms, habits and traditions in these contexts. This text introduces a framework useful for identifying and investigating these collegial contexts. The framework is applied on a material describing five academically strong microcultures. The result is promising as the framework illuminates critical features of these microcultures without depriving them of originality and uniqueness. The article concludes that the framework presents a promising alternative to state-driven and bureaucratic perspectives as well as to market-inspired perspectives.
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| 31. |
- Roxå, Torgny, et al.
(författare)
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How Effects from Teacher-training of Academic Teachers Propagate into the Meso Level and Beyond
- 2012
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Ingår i: Teacher Development in Higher Education. Existing Programs, Program Impact, and Future Trends. - 9780415502665 ; , s. 213-233
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Bokkapitel (refereegranskat)abstract
- This text describes, from a cultural perspective, the role of higher education teacher training, in the systemic development of teaching and learning in higher education institutions. Three main organisational levels are identified: micro, meso and macro; and implications for and of teacher training on each level is discussed. Even though the emphasis is on the meso level, suggestions are made for managers and others with a macro level perspective.
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| 32. |
- Roxå, Torgny, et al.
(författare)
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Improving university teaching through student feedback – A critical investigation
- 2010
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Ingår i: Student Feedback: The Cornerstone to an Effective Quality Assurance System in Higher Education. - 978 1 84334 573 2
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Bokkapitel (populärvet., debatt m.m.)abstract
- This chapter describes the use of student evaluations in the Swedish context in general, and in one university faculty in particular. The case study illustrates a systematic, well- organised way to collect and collate data from student evaluations on teaching. The case also includes a systematic process to interpret data, where lecturers, students and programme leaders join together. The crucial features of this system are described, and analysed. One important conclusion is that unless the data collected through student evaluations is interpreted and most importantly acted upon, the whole process of evaluation runs the risk of becoming a meaningless burden to all involved. Following from this, implications for leadership is also discussed.
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| 33. |
- Roxå, Torgny, et al.
(författare)
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Understanding and influencing teaching and learning cultures at university - A network approach
- 2011
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 62:1, s. 99-111
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Tidskriftsartikel (refereegranskat)abstract
- Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures.
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| 36. |
- Selander, Sven-Åke, et al.
(författare)
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Ämnesdidaktik inom ämneslärarutbildningen
- 2014
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Ingår i: Högskolepedagogisk reflektion och praktik : Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012 - Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012. - 9789187833007 ; , s. 113-123
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Bokkapitel (refereegranskat)
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| 37. |
- Sigrell, Anders, et al.
(författare)
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Fem frågor : att låta studenterna konstruera tentan
- 2014
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Ingår i: Högskolepedagogisk reflektion och praktik : proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012. - 9789187833007 ; , s. 75-85
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Bokkapitel (refereegranskat)
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