| 1. |
- Alm, Karin, et al.
(author)
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Sustainability in higher education : Mission (im)possible?!
- 2019
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Conference paper (other academic/artistic)abstract
- The need to include sustainability issues in Higher Education represents both a challenge and an opportunity! Being engaged as PRME Champions (Principles for Responsible Management Education), Högskolan Kristianstad has created an arena stimulating new teaching content and activities, and joint research projects with relevant impact for society. We invite participants to share experiences in how to implement sustainability in Higher Education Institutions! The topics are: - The extent to which sustainability can(not) be “integrated” in business programmes curricula - How to find “your best practice” of implementing sustainability - Pros and Cons of moving towards an inter-disciplinary approach - In what ways can(not) business administration contribute to the discussion about sustainable development
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| 2. |
- Alm, Karin, et al.
(author)
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Sustainability in higher education : Mission (im)possible?!
- 2019
-
Conference paper (other academic/artistic)abstract
- The need to include sustainability issues in Higher Education represents both a challenge and an opportunity! Being engaged as PRME Champions (Principles for Responsible Management Education), Högskolan Kristianstad has created an arena stimulating new teaching content and activities, and joint research projects with relevant impact for society. We invite participants to share experiences in how to implement sustainability in Higher Education Institutions! The topics are: - The extent to which sustainability can(not) be “integrated” in business programmes curricula - How to find “your best practice” of implementing sustainability - Pros and Cons of moving towards an inter-disciplinary approach - In what ways can(not) business administration contribute to the discussion about sustainable development
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| 3. |
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| 4. |
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| 5. |
- Klionsky, Daniel J., et al.
(author)
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Guidelines for the use and interpretation of assays for monitoring autophagy
- 2012
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In: Autophagy. - : Informa UK Limited. - 1554-8635 .- 1554-8627. ; 8:4, s. 445-544
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Research review (peer-reviewed)abstract
- In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field.
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| 6. |
- Klonowska, Kamilla, et al.
(author)
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Student engagement in hybrid taught large introduction courses during COVID-19
- 2021
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Conference paper (other academic/artistic)abstract
- To build student engagement and belonging early in the education is crucial for retention and student success. Since the COVID-19 outbreak, universities worldwide were forced to seek for alternative and complementary teaching approaches. In Sweden, universities adopted hybrid teaching since the end of the spring in 2020. The traditional face-to-face teaching facilitates immediate, real-time engagement with activities such as discussion and instant interaction between instructors and students and/or among students which encourages active learning, while an online teaching allows the students to watch videos and read requested materials many times, to complete the assignments at their suitable time and place, to enable good discussion and interaction via online forum and messaging. A hybrid approach combines the advantages of both face-to-face and online approaches. Research shows several challenges with online teaching, for examples, students´ engagement [1], communication between student(s) and teacher(s) [2], connection with/within the group, study groups, study buddies [3] as well as social engagement [4]. When a hybrid approach is applied to the First-Year courses due to the COVID-19, these challenges might have even more serious implications on the retention and success. This study explores two successful cases of how active learning, togetherness and engagement can be created among First-Year students. The study is based on two large introductory courses for the first-year students in Computer Science and in Business Administration at Kristianstad University, Sweden. Both programmes provide the Introduction courses for larger number of students (135 respective 195 students). Various methods and tools were used in the course design to engage students and create an active learning [5] environment using the hybrid approach. The results and experience were also presented. We experienced that students had actively participated in the arranged activities and the course passing rate was higher compared with the face-to-face teaching. The course evaluation also showed that the students were satisfied with course contents and various course activities.
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| 7. |
- Klonowska, Kamilla, et al.
(author)
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Student engagement in hybrid taught large introduction courses during COVID-19
- 2021
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Conference paper (pop. science, debate, etc.)abstract
- To build student engagement and belonging early in the education is crucial for retention and student success. Since the COVID-19 outbreak, universities worldwide were forced to seek for alternative and complementary teaching approaches. In Sweden, universities adopted hybrid teaching since the end of the spring in 2020. The traditional face-to-face teaching facilitates immediate, real-time engagement with activities such as discussion and instant interaction between instructors and students and/or among students which encourages active learning, while an online teaching allows the students to watch videos and read requested materials many times, to complete the assignments at their suitable time and place, to enable good discussion and interaction via online forum and messaging. A hybrid approach combines the advantages of both face-to-face and online approaches. Research shows several challenges with online teaching, for examples, students´ engagement [1], communication between student(s) and teacher(s) [2], connection with/within the group, study groups, study buddies [3] as well as social engagement [4]. When a hybrid approach is applied to the First-Year courses due to the COVID-19, these challenges might have even more serious implications on the retention and success. This study explores two successful cases of how active learning, togetherness and engagement can be created among First-Year students. The study is based on two large introductory courses for the first-year students in Computer Science and in Business Administration at Kristianstad University, Sweden. Both programmes provide the Introduction courses for larger number of students (135 respective 195 students). Various methods and tools were used in the course design to engage students and create an active learning [5] environment using the hybrid approach. The results and experience were also presented. We experienced that students had actively participated in the arranged activities and the course passing rate was higher compared with the face-to-face teaching. The course evaluation also showed that the students were satisfied with course contents and various course activities.
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| 8. |
- Källström, Lisa, et al.
(author)
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Gästföreläsningar 2.0
- 2021
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Conference paper (pop. science, debate, etc.)
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