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- Bergkvist, Linda, Assistant professor, 1979-, et al.
(author)
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Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens
- 2023
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In: Proceedings of the 22nd European Conference on e-Learning - ECEL 2023. - : Academic Conferences and Publishing International Limited. - 9781914587900 - 9781914587917 ; , s. 25-32, s. 25-32
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Conference paper (peer-reviewed)abstract
- Regarding the ongoing digitalisation in the knowledge society, professional development seems more crucial than ever. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the life of full-time working learners. Content, pedagogical models and instructional design in university courses are often created for students in Bachelor's and Master's programs instead of tailored for adults working full-time. This study describes and discusses andragogy as a potential knowledge base for redesigning professional development courses on digital transformation. Evaluations from two instances of a course for professionals on digital transformation showed that the course participants overall are satisfied with the course. However, only a few course participants take the exam to get credits. Therefore, the research question that guided this study was, "What redesign options for increased pass rates and learner satisfaction in professional development for adult learners can be identified using andragogy as a theoretical lens?" The course is on distance and contains four modules with synchronous and asynchronous learning activities, resulting in five European Credit Transfer System (ECTS). The empirical material consisted of course participants' check-in presentation before the course started, mid-term evaluation, final evaluations, and a learning diary containing 58 entries. The data was deductively analysed using the theory of andragogy as an analytical lens. The findings imply that instructors should put effort into how different parts of the course are connected, supporting learners' need to know. Further, to enhance the course participants' prior experience as a resource for learning by adding learning activities, they exchange experiences and examples with each other, adding to their learning process and networking. The pedagogic parts of understanding the theoretical course material could be split into pieces through exercises where the participants apply conceptual models and concepts to real-situation problems. The learning diary could help the participants align the new knowledge with their prior knowledge with a focus on professional roles and work situations. The identified redesign options create opportunities to increase pedagogical parts like readiness, orientation, and motivation to learn according to the current higher education system.
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- Brodén, Karin, 1963-, et al.
(author)
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Redesigning Technology-Enhanced Professional Development to Facilitate Lifelong Learning
- 2023
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In: ICERI2023 Proceedings. - Sevilla : IATED. - 9788409559428 ; , s. 604-611
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Conference paper (peer-reviewed)abstract
- Professional development is more crucial than ever, especially in supporting ongoing digitalisation in the knowledge society. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the lives of full-time working learners. Content, pedagogical models and instructional design in university courses are often centred on students in their early twenties with little to no work experience instead of tailored for experienced professionals working full-time. One such course is the foundation for this study: a course on digitalisation and digital transformation targeting professionals with at least two years of work experience in digital transformation. Therefore, the research question that guided this study was: "How can a distance course for professionals be redesigned to facilitate lifelong learning?" The redesign aims to increase satisfaction with the course and the number of participants taking their exams. The course contains four modules with synchronous and asynchronous learning activities, resulting in 5 ECTS credits (the European Credit Transfer System). The analysed empirical material consists of course participants' check-in presentation before the course started, mid-term evaluation, final evaluation, and a learning diary containing 58 entries. The empirical material was inductively and iteratively analysed following the main steps of thematic analysis. Two of the researchers conducted the first steps of the analysis individually. The following steps were a joint coding procedure to reach a consensus. This part of the analysis included several discussions with the other researchers. The inductive analysis identified 70 initial codes that reflected issues related to course design, learning activities, course information, and instructions. The initial codes were clustered into seventeen more abstract themes based on similarities. The themes related to strengths and weaknesses/challenges with the course. The strengths were analysed as, among others, discussions with course participants in other domains, recordings introducing scientific articles, focused and direct instructions on the learning management system (LMS), and the course is held online at the same weekly time. Perceived challenges were, for example, reading scientific articles and understanding and transferring the content to their work situation, lack of correspondence among the modules, not all modules being published simultaneously on the LMS, and the general problem of mixing work and studies. Despite that, the material showed satisfied course participants, where only a few ended the course by taking the exam to get their credits, which is one of academia’s ways to quantify learning. Based on the data analysis, course and learning activities will be redesigned and developed to be tested and evaluated in a forthcoming course instance in autumn 2023.
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- Döös, Marianne, 1949-, et al.
(author)
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Organisationsbilder och förståelse vid förändring – visualisering av arbetsintegrerade relationer
- 2014
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In: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 20:3, s. 7-26
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Journal article (peer-reviewed)abstract
- Bilder har inverkan på hur människor förstår arbete och förändring i sin organisation. Att synliggöra arbetsintegrerade relationer som bär kompetens framstår som angeläget för förändringsförmåga och är avsikten med att presentera de organisationsbilder som denna artikel handlar om. I tillägg till det klassiska organisationsdiagrammet presenterar och undersöker vi två andra bilder: organisation som cirkel och uppgift som nätverk.
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- Gustafsson, Henrik, et al.
(author)
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A qualitative analysis of burnout in elite Swedish athletes
- 2008
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In: Psychology of Sport And Exercise. - : Elsevier. - 1469-0292 .- 1878-5476. ; 9:6, s. 800-816
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Journal article (peer-reviewed)abstract
- Objective: To extend the understanding of burnout in elite athletes, including personal experiences and perceived antecedents.Design and Methods: Semi-structured in-depth interviews were conducted with 10 Swedish 22- to 26-year-old elite athletes who had quit sport due to burnout. The interview transcripts were inductively analyzed using qualitative conten tanalysis.Results: The findings support the notion of athlete burnout as a multidimensional syndrome. While stressors like multiple demands, ‘‘too much sport,’’ lack of recovery and high expectations were considered primary causes of burnout by the respondents, high motivation, unidimensional athletic identity, self-esteem strivings, high ego goals, negative perfectionist traits and feelings of entrapment were also found to be critical contributors. These restraining factors explained why the athletes continued their participation in sport despite a progressive worsening of their condition, and are therefore potentially crucial in the development of burnout.Conclusion: Athlete burnout appears to be a complex interaction of multiple stressors, inadequate recovery and frustration from unfulfilled expectations, which is explained partly by maladaptive perfectionist traits and goals. This process is fuelled by a strong drive to validate self-worth, sometimes in conjunction with feelings of entrapment.
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- Johansson, Niklas, et al.
(author)
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Service recovery - en fallstudie hos en leverantör av e-handelslösningar
- 2001
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Reports (peer-reviewed)abstract
- Zeithaml och Bitner (2000) skriver att fel i tjänsteleveransen är ofrånkomligt för företag, även om de bedriver ett förstklassigt servicearbete. För att återställa tillfredsställelsen hos kunden efter fel i tjänsteleveransen, bör service recovery användas (Zemke, 1995). Denna uppsats handlar om hur service recovery tillämpas hos en leverantör av e-handelslösningar. Det empiriska syftet med uppsatsen är att beskriva vad som kännetecknar företaget Ehands service recovery strategi och dess tillämpning. Vårt teoretiska syfte är att jämföra företaget Ehands service recovery strategi och dess tillämpning med befintlig teori inom ämnet, för att se vilka likheter och skillnader som föreligger. Vi ämnar dessutom i vårt teoretiska syfte att vidareutveckla service recovery begreppet utifrån vår föreställningsram. I vår teori inleder vi med att reda ut begreppet service recovery genom att presentera olika författares och forskares syn på service recovery. Utifrån den samlade uppfattningen om vad en service recovery strategi innehåller har vi skapat en teoretisk syntes som ger vår syn på vad som bör ingå i en service recovery strategi. För att lyckas med det empiriska syftet, genomförde vi en fallstudie hos Ehand och samlade empiri genom personliga intervjuer med anställda. Empirin jämförde vi med vår teoretiska syntes för att se vilka likheter och skillnader som fanns mellan Ehands service recovery verksamhet och vår teoretiska syntes. De empiriska slutsatserna, som syftar till att belysa det viktigaste från analysen, visade att Ehand idag inte har någon egentlig service recovery strategi, med utgångspunkt från vår teoretiska syntes. Vi upplever att företaget klarar av att identifiera och behandla sina stora kunder på ett bra sätt, vilka är viktiga delaspekter i service recovery arbetet. Hela service recovery begreppet uppfylls dock ej. För företagets övriga kunder kan Ehands service recovery verksamhet liknas vid traditionell kundklagomålshantering, där företagets enda uppgift är att ombesörja klagomål när kunden själv uttrycker sitt missnöje till Ehand.
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