| 1. |
- Kehoe, Laura, et al.
(författare)
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Make EU trade with Brazil sustainable
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 364:6438, s. 341-
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Middeldorp, Christel M., et al.
(författare)
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The Early Growth Genetics (EGG) and EArly Genetics and Lifecourse Epidemiology (EAGLE) consortia : design, results and future prospects
- 2019
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Ingår i: European Journal of Epidemiology. - : Springer Science and Business Media LLC. - 0393-2990 .- 1573-7284. ; 34:3, s. 279-300
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Tidskriftsartikel (refereegranskat)abstract
- The impact of many unfavorable childhood traits or diseases, such as low birth weight and mental disorders, is not limited to childhood and adolescence, as they are also associated with poor outcomes in adulthood, such as cardiovascular disease. Insight into the genetic etiology of childhood and adolescent traits and disorders may therefore provide new perspectives, not only on how to improve wellbeing during childhood, but also how to prevent later adverse outcomes. To achieve the sample sizes required for genetic research, the Early Growth Genetics (EGG) and EArly Genetics and Lifecourse Epidemiology (EAGLE) consortia were established. The majority of the participating cohorts are longitudinal population-based samples, but other cohorts with data on early childhood phenotypes are also involved. Cohorts often have a broad focus and collect(ed) data on various somatic and psychiatric traits as well as environmental factors. Genetic variants have been successfully identified for multiple traits, for example, birth weight, atopic dermatitis, childhood BMI, allergic sensitization, and pubertal growth. Furthermore, the results have shown that genetic factors also partly underlie the association with adult traits. As sample sizes are still increasing, it is expected that future analyses will identify additional variants. This, in combination with the development of innovative statistical methods, will provide detailed insight on the mechanisms underlying the transition from childhood to adult disorders. Both consortia welcome new collaborations. Policies and contact details are available from the corresponding authors of this manuscript and/or the consortium websites.
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| 3. |
- Berggren, Peter, et al.
(författare)
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Coping with large disruptions in the payment system : stakeholder experience from stakeholder workshops and computer based simulation gaming exercises
- 2020
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Ingår i: Proceedings of the 2020 the 3rd International Conference on Computers in Management and Business (ICCMB 2020) Session - Computer and Mobile Technology. - New York : Association for Computing Machinery (ACM). - 9781450376778 ; , s. 141-145, s. 141-145
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe a work in progress where a mixed methods approach is used to increase insight into what kind of consequences a temporal disruption or total breakdown of the payment system creates for a large variety of societal actors and to increase insight in how their collaborative behaviour can be guided to be more resilient. This approach includes data from different types of data collections; workshop with high-level decisionmakers from involved sectors, interviews with citizens, representatives from the fuel, foods, and finance sectors, as well as experiences from 15 simulation game exercises with stakeholders. The triangulated and aggregated outcomes of the different data collections resulted in a set of recommendations on how to cope with disruptions in the card payment system.
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| 4. |
- Bergkvist, Linda, Assistant professor, 1979-, et al.
(författare)
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Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens
- 2023
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Ingår i: 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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Konferensbidrag (refereegranskat)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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| 5. |
- Bergsten, Linnea, et al.
(författare)
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Designing engaging computer based simulation games for increasing societal resilience to payment system
- 2020
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Ingår i: Proceedings of the 2020 the 3rd International Conference on Computers in Management and Business (ICCMB 2020) Session - Computer and Mobile Technology. - New York : Association for Computing Machinery (ACM). - 9781450376778 ; , s. 166-172, s. 166-172
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Konferensbidrag (refereegranskat)abstract
- Large or lengthy disruptions to the card payment system are threats that can cause crisis in society, especially in countries where other payment options are scarce. This paper presents a study that provides suggestions on how to improve a simulation game used to increase societal resilience to payment system disruptions. Questionnaires and interviews have been used to investigate how 16 participant in crisis exercises experience realism, relevance and validity in such exercises. Suggestions on how to improve the simulation game are provided, such as improvements to the graphical interface and introducing supporting roles from the exercise management.
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| 6. |
- Brodén, Karin, 1963-, et al.
(författare)
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Redesigning Technology-Enhanced Professional Development to Facilitate Lifelong Learning
- 2023
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Ingår i: ICERI2023 Proceedings. - Sevilla : IATED. - 9788409559428 ; , s. 604-611
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Konferensbidrag (refereegranskat)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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| 7. |
- Brudin Borg, Camilla, 1965, et al.
(författare)
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Norrlandslitteratur : ekokritiska perspektiv
- 2018
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Ingår i: Tidskrift för litteraturvetenskap. - Göteborg : Makadam Förlag. - 1104-0556. ; 48:3, s. 90-92
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Carrington, Thomas, 1974-, et al.
(författare)
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An empirical test of the hierarchical construct of professionalism and managerialism in the accounting profession
- 2013
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Ingår i: Behavioral Research in Accounting. - : American Accounting Association. - 1050-4753 .- 1558-8009. ; 25:2, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- Research into the tension between professionalism and commercialism in the accounting profession is inconclusive and warrants greater attention. How to conceptualize and measure these constructs are thus pressing concerns. Using questionnaire data from 1646 auditors in Sweden, and applying confirmatory factor analysis and structural regression models within a structural equation modeling framework to a measurement model developed by Suddaby et al. (2009), we find little empirical evidence for the existence of the two logics of professionalism and managerialism (i.e., commercialism) as two higher-order latent constructs shared by auditors. However, we find that two sub-elements of the proposed higher-order constructs do discriminate between each other in a way that could indicate two exclusive value statements in the accounting profession connected to the professionalism-commercialism tension: these are the respective emphases on independence enforcement and client commitment.
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| 9. |
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| 10. |
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