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- Malmström, Hans, 1980, et al.
(author)
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Språkval och internationalisering: Svenskans och engelskans roll inom forskning och högre utbildning
- 2022
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Reports (other academic/artistic)abstract
- Engelskans landvinningar i förhållande till svenskan var en av de mest uttalade drivkrafterna bakom språklagen (SFS 2009:600). I diskussionen om språklagen var högre utbildning och forskning det samhällsområde där engelskans dominans ansågs ha nått längst. Rapporten Språkval och internationalisering innehåller resultaten från en undersökning av svenska lärosätens undervisnings och publiceringsspråk. Undersökningen är en uppföljning av en liknande studie som gjordes 2010. Resultaten visar att användningen av engelska på svenska lärosäten har fortsatt att öka sedan 2010. Ökningen har varit särskilt stor inom humaniora och teologi, där svenska tidigare var det dominerande undervisningsspråket. Tendensen är den samma när det gäller publiceringsspråk. Andelen doktorsavhandlingar och artiklar skrivna på engelska har länge varit mycket hög inom discipliner som naturvetenskap och teknik; numera skrivs också en kraftigt ökande andel av forskningstexterna inom humaniora och samhällsvetenskap på engelska.
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| 2. |
- Tivander, Johan, 1973
(author)
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CPM LCA Database – Life Cycle Inventory Datasets
- 2020
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Reports (other academic/artistic)abstract
- This report contains all 748 complete LCI datasets in the CPM LCA Database as published in 2020-11-20. Contents:Table 1 (pp 3-23) lists all LCI process names in alphabetical order.Table 2 (pp 24-2543) lists all complete LCI datasets in alphabetical order.For information about the database please refer to the Swedish Life Cycle Center, lifecyclecenter.se.
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| 5. |
- Malmström, Hans, 1980, et al.
(author)
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Chatbots and other AI for learning: A survey of use and views among university students in Sweden
- 2023
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Reports (other academic/artistic)abstract
- HIGHLIGHTS - 5,894 students from across Swedish universities were surveyed about their use of and attitudes towards AI for learning purposes, both about chatbots (such ChatGPT) and other AI language tools (such as Grammarly). - 1,707 survey respondents offered individual comments, adding thoughts and reflections about the effective and ethical use of AI in higher education. - Overall, most students are positive towards the use of chatbots and other AI-language tools in education; many claim that AI makes them more effective as learners. - Almost all the respondents are familiar with ChatGPT (but typically not with other chatbots); more than a third use ChatGPT regularly. Students’ knowledge and usage of other AI-language tools, particularly language translation tools, is widespread. - More than half of the respondents express concern about the impact of chatbots in future education; concerns about other types of AI-language tools are much less pronounced. - More than sixty percent believe that the use of chatbots during examination is cheating; this is not the case for other AI-language tools. However, a majority of students is against the prohibition of AI in education settings. - Most students do not know if their educational institutions have rules or guidelines regarding the responsible use of AI; one in four explicitly says that their institution lack such rules or guidelines.
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| 6. |
- Negretti, Raffaella, 1971, et al.
(author)
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Scientific Communication Beyond Academia. A report from the GENIE-funded Project: Scientific communication and metacognition: Thinking outside the box
- 2020
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Reports (other academic/artistic)abstract
- This report presents the results of the first phase of a research project titled "Scientific communication and metacognition: Thinking outside the box", funded by Chalmers’ Gender Initiative for Excellence (GENIE). Modern universities face a pressing need to disseminate scientific knowledge outside of academia—to the public, the industry, and governmental bodies. However, communication abilities are often undervalued in the training of future scientists. This research project aims to examine how scientists engage in communication of science beyond academia, and how metacognition—humans’ ability to reflect on and control our knowledge and cognition—facilitates the adaptation of their writing to different readers, contexts, and purposes. The objective of the first phase was to investigate what kinds of writing scientists do, beyond article publication. Using the public research repository of Chalmers' University of Technology as database, we analyzed the types of non-academic genres that scientists produce, focusing on the categories "magazine article" and "newspaper article". Using a combination of content and genre analysis, we map this publication output by topic, audience and purpose. We identify a wide variety of "open science" publication types, with some common themes. Interestingly, the debate article seems to be a well-establsihed genre in this type of communication. Using network analysis, a method for bibliometric analysis, we identify collaborative practices for two departments that seem particularly active in dissemination of science beyond academia. These networks reveal different practices, suggesting a complex interaction between academic status of the author, disciplinary epistemology, and local academic culture. We conclude with some reflections about the roles that scientists are expected to assume in communicating beyond academia -as public intellectuals and/or pedagogues- and the kind of institutional support that may be needed to master these roles.
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