| 1. |
- Finnveden, Göran, et al.
(author)
-
Evaluation of integration of sustainable development in higher education in Sweden
- 2020
-
In: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
-
Journal article (peer-reviewed)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
|
|
| 2. |
- Ou, Wanyu, 1992, et al.
(author)
-
‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era
- 2023
-
In: Journal of Multilingual and Multicultural Development. - 0143-4632. ; In Press
-
Journal article (peer-reviewed)abstract
- This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are essential features of spatial repertoires for academic communication, and how they cooperate with and mediate students’ personal repertoires to accomplish interactive learning tasks in EMI contexts. The study also highlights how digital diversity in EMI causes a ‘digital divide’, potentially impacting power relations among students. These findings underline the importance of acknowledging the communicative value of digital materiality and negotiating difference and normativity for intercultural academic communication in EMI.
|
|
| 3. |
-
Negotiating the Intersections of Writing and Writing Instruction
- 2022
-
Editorial collection (peer-reviewed)abstract
- This book collects a selection of studies from the 10th conference of the European Association for the Teaching of Academic Writing (EATAW). Under the theme ‘Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality’, the book includes studies problematizing technology, exploring supervision and writing processes, navigating administrative contexts, and negotiating the translingual context of EATAW.
|
|
| 4. |
- Bengmark, Samuel, 1965, et al.
(author)
-
Pragmatic Research on Educational Practice
- 2023
-
In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 56-59
-
Conference paper (peer-reviewed)abstract
- During a round table discussion at a collegial conference on teaching and learning, a focus group with 12 teachers from a technical university discuss challenges with studying their own teaching practice. Furthermore, a concept called PREP – Pragmatic Research on Educational Practice, with the goal of engaging engineering educators in studying, documenting, and sharing their initiatives to improve teaching practices, is introduced and discussed. Among the main obstacles to researching their own teaching practice, the participants pointed to a lack of time, know-how, and motivation. They expressed that there is potential in the collegial part of PREP and the time efficiency of using what can be studied during a course. The role of PREP studies, in relation to regular educational research, is also discussed, and that PREP may be perceived as a devaluation of educational science was problematized. Some participants felt that it was very likely that they would participate in a PREP group next academic year if given the opportunity.
|
|
| 5. |
- Cronhjort, Mikael, et al.
(author)
-
Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
-
In: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
-
Conference paper (peer-reviewed)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
|
|
| 6. |
- Haneberg, D. H., et al.
(author)
-
Teaching and facilitating action-based entrepreneurship education: Addressing challenges towards a research agenda
- 2022
-
In: International Journal of Management Education. - : Elsevier BV. - 1472-8117. ; 20:3
-
Journal article (peer-reviewed)abstract
- Entrepreneurship education is an increasingly distinct domain with particular approaches emphasizing experiential and action-based design. Action-based entrepreneurship education aims to deliver authenticity in entrepreneurial experiences while simultaneously facilitating learning and fair assessment. A venture creation program (VCP) is one such type of action-based entrepreneurship education which uses the creation of a new venture as the main vehicle for students' learning, complemented with more traditional educational content. Engaging students in creating real-life ventures enables unique opportunities for learning but introduces a tension between didactic and pragmatic approaches and thus various challenges for educators. This paper's purpose is to address current controversies related to VCPs and offer research-driven suggestions to key challenges. The empirical investigation, consisting of focus group data and individual interviews, builds on the accumulated knowledge of a global collaborative forum for VCPs—the VCP Forum—which consists of 11 VCPs in six countries in Europe and North America. The findings highlight three main areas that present challenges to educators: (1) facilitating students' venture creation processes, (2) assessment of the students' work connected to real-life activity, and (3) mitigating interaction with external stakeholders. The present paper contributes to entrepreneurship education research by suggesting areas for pedagogic development that need further investigation.
|
|
| 7. |
- Johansson, Anders, 1985
(author)
-
Startup of a student organization for educational purposes
- 2015
-
In: 2015 11th International CDIO Conference, Chengdu, China.
-
Conference paper (peer-reviewed)abstract
- The mechanical engineering program at Chalmers University of Technology in Sweden has a long history in offering students courses where gained knowledge can be tested in an applied environment. Students’ testing their knowledge in practice often report that they gain a better understanding of the theoretical part of their knowledge. It is therefore of great interest to offer students ways to test their knowledge in order to increase their knowledge and educational level. Whereas a classic course can be comparatively unchanged from year to year in terms of for example methodology, a project course always needs a project leader who can direct the course depending on how it develops. Due to this, the nature of the course management is different and suffers from the risk of creating a substantial work load for the teacher. Since 2006, the mechanical engineering program at Chalmers has been teaching mainly 4-5 larger student projects. During later years more resources have been focused on one of these projects, resulting in less focus on the remaining project courses. However, all project courses have their different orientation and the demand for all have remained unchanged. At Chalmers the students have a long history of creating clubs and unions to gather students with similar interests. Students can join clubs with as wide range of activities as flying hot air balloons to extreme sports and clubs working in the stock market.This paper describes the process during 3 years to utilize the tradition of students forming a club that would gather around a common project in order to create a “self-learning”-environment where students take an active part in the development of the project course. The paper discuss how the project course was started, how it evolved during three years until it became a team of students that actively took part in the next part of the educational process where the supervisor ends up in a role where only small directives have to be given to the team, thus a relatively small workload. The paper also describes how the project course act as a source for satellite projects that would work well as for example thesis projects. The paper is written from both the view of a supervisor and the view of a student who has been part of the project course since the beginning in 2011.The main conclusions in this paper are that it is possible to utilize students to create their own long term project courses where the work load for supervisors is reduced. It is also shown that the students can actively take part in the deciding the next phase of the development of the project course. The students can also run the project course as a student club with a relatively high level of autonomy. Long term project courses can also be used as a source for projects that can be utilized in other contexts.
|
|
| 8. |
- Lönngren, Johanna, 1985, et al.
(author)
-
Emotions in engineering education: Towards a research agenda
- 2020
-
In: Proceedings - Frontiers in Education Conference, FIE. - : IEEE. - 1539-4565. ; 2020-October, s. 1-5
-
Conference paper (peer-reviewed)abstract
- This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.
|
|
| 9. |
- Malmström, Hans, 1980, et al.
(author)
-
Communicating to Learn Multivariable Calculus: Students' Blackboard Presentations as a Means for Enhancing Mathematics Learning
- 2018
-
In: PRIMUS. - : Informa UK Limited. - 1051-1970 .- 1935-4053. ; 28:8, s. 726-741
-
Journal article (peer-reviewed)abstract
- This paper reports observations and reflections from a pedagogic intervention intended to enhance mathematics students’ learning of course content in a course in multivariable calculus. The intervention design required students to structure, practice, and deliver an oral presentation that was a synthesis of the teacher’s weekly lectures, for the benefit of themselves and their peers. The intervention appears to have incentivized students to engage with and learn mathematics contents in an effective way, and it also helped the mathematics teacher to reflect on, adapt, and develop his teaching strategies. To conclude, it would seem that both students and teachers in mathematics have much to gain from giving students opportunities to develop their own voice in learning contexts otherwise relying on books and lectures.
|
|
| 10. |
- Malmström, Hans, 1980, et al.
(author)
-
Integrating CAD, 3D-printing technology and oral communication to enhance students' physics understanding and disciplinary literacy
- 2020
-
In: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:6
-
Journal article (peer-reviewed)abstract
- How do engineering physics students come to understand and share their physics learnings as a result of careful integration of oral communication with engineering skills like computer aided design and 3D-printing technology? Based in a sociocognitive theory of situated communication pedagogy, the action research conducted in this study set out to answer this research question in an introductory first-year course in engineering physics. A re-design intervention was planned, overseen, and evaluated by a teaching team comprising three physicists and a communication specialist. The findings-supported by student surveys, reflective field notes from the teachers' observations, and a focus group interview with students-strongly indicate that the students' structured oral engagement with disciplinary content confer learning benefits and promote the development of disciplinary (physics) literacy.
|
|
