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Enumeration	Reference	Cover	Find
1.	Agné, Hans, 1970-, et al. (author) Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion 2018 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 37:4, s. 669-682 Journal article (peer-reviewed)abstract Whether supervision of doctoral students is best pursued individually or collectively is a recurring but unresolved question in debates on higher education. The rarity of longitudinal data and the common usage of qualitative methods to analyse a limited number of cases have left the effectiveness of either model largely untested. To assist with overcoming these problems, this paper reports on a study of 145 individuals admitted to a specific doctoral programme between 1991 and 2014. It analyses the effects of either individual or collective supervision during the first year of the programme on the probability of thesis completion and the time to thesis completion. Group means, Cox regressions, Kaplan–Meir curves and Ordinary Least Square regressions are calculated on the basis of the number of months spent by each doctoral student in the programme without defending a thesis. Studied in these ways, it appears that collective supervision in the first year significantly increases the probability of thesis completion and decreases the time to thesis completion. Collective supervision may have this effect as it enhances peer learning, creates a wider academic learning context, allows doctoral students to gradually acquire the values and behaviours of a research practice community and reduces the risk of premature selection of permanent supervisors.
2.	Ahlberg, Anders (author) Teaching and learning in hard science research environments: views of academics and educational developers 2008 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 27:2, s. 133-142 Journal article (peer-reviewed)abstract Abstract in UndeterminedObligatory educational training of Swedish university teachers rarely involves senior teaching staff from research-dominated environments, despite the positive effects of junior staff training. Senior science academics were surveyed to gauge their views on the principles of teaching and learning and of teaching rewards. These views were compared with educational developers' views on 'ideal values of academics' and on educational rewards. Based on this study, it is suggested that to reduce inherent teaching-research conflicts, convergence of teaching and research, in terms of teaching design and curriculum content, is necessary. To involve and convince science researchers who teach, educational staff development should probably focus on didactic aspects of their scientific disciplines and rely largely on empirical evidence.
3.	Almlöv, Cecilia, et al. (author) ‘Challenging from the start’ : novice doctoral co-supervisors’ experiences of supervision culture and practice 2023 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; , s. 1-15 Journal article (peer-reviewed)abstract There is a widespread interest in doctoral supervision, yet novice doctoral co-supervisors’ experiences remain understudied. The aim of this qualitative study is to explore how supervision culture and practice are experienced by novices. This thematic analysis is based on focus groups and in-depth interviews with 23 novice co-supervisors from two Swedish research-intensive universities. The study reveals three dimensions related to the challenging experience of the supervision culture, namely closedness, dependence and competition. Moreover, the analysis proves that co-supervisors’ practices are embedded within the ‘hidden curriculum’, here defined as the unplanned and implicit support outside formal meetings and activities. Novice co-supervisors bridge the gap between main supervisors and doctoral students and make the path to the doctoral degree smoother when engaging in emotional, intellectual, practical and mediation support. This study has practical implications and suggests improvements for co-supervision that would also benefit the doctoral students.
4.	Angervall, Petra, 1970-, et al. (author) Academic Career : On institutions, social capital and gender 2018 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 37:6, s. 1095-1108 Journal article (peer-reviewed)abstract During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.
5.	Angervall, Petra, 1970, et al. (author) The unacknowledged value of female academic labour power for male research careers 2015 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 34:5, s. 1-13 Journal article (peer-reviewed)abstract Academic work in Sweden's higher education system is changing character. Distinctly different career pathways are emerging, as facilities for developing research careers and capital has become more restricted and more dependent on external funding.These developments are in focus in the present article. Based on ethnographic research and a series of semi-structured interviews with new academics and senior mentors in education faculties, the research suggests that several factors intercede in how careers are developed and experienced. The unacknowledged exploitation of female academic labour is perhaps amongst the more significant of these.
6.	Barman, Linda, 1972-, et al. (author) How education policy is made meaningful - a narrative exploration of how teachers show autonomy in the development of teaching and learning 2016 In: Higher Education Resarch and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 35:6, s. 1111-1124 Journal article (peer-reviewed)abstract This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers' activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror a debated but yet prevailing view' on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation.
7.	Bergmark, Ulrika, et al. (author) Student participation within teacher education : emphasising democratic values, engagement and learning for a future profession 2018 In: Higher Education Research and Development. - : Taylor & Francis. - 0729-4360 .- 1469-8366. ; 37:7, s. 1352-1365 Journal article (peer-reviewed)abstract The aim of this article is to explore student participation in teaching and learning, focusing on third-year students’ experiences in a Swedish teacher education programme. Student participation is here defined as students being active and engaged in the classroom; students impacting on curriculum design; and students’ feeling of belonging to a community. The research reported is based on an interview study and analyses processes, benefits and challenges of, as well as motivations for, student participation. The findings revealed that students have diverse understandings of student participation and that the degree of participation is dependent on students’ and teachers’ engagement, expectations and responsibility. Student teachers also connected student participation to their learning and future profession as teachers. The students mainly discussed intrinsic motivations (beneficial to learning) for student participation, but there were also traces of altruistic motivations (learning citizenship). Extrinsic motivations (university benefits), however, were absent. Voices of resistance to student participation were also present; these students preferred a more teacher-led education and were not used to a high degree of participation. Students’ understandings of student participation challenge teacher–student roles in teacher education specifically, but also in higher education generally. It is important to acknowledge students’ diverse understandings of student participation. Overall, based on students’ experiences, student participation creates engagement and motivation for learning here and now and for the future profession. The study indicates that student participation has an inherent value beyond benefitting measurable outcomes, where democratic values, engagement and learning for the future profession are promoted.
8.	Bolander Laksov, Klara, 1973-, et al. (author) Developing a Community of Practice around Teaching : a Case Study. 2008 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 27:2, s. 121-132 Journal article (peer-reviewed)abstract It is neither easy to change teacher thinking, nor is it easy to influence teaching practice by handing teachers the tools to do this in a course. It is suggested in this paper that it is not enough to let teachers who teach take a course on teaching in higher education. The process of influencing teachers' thinking should include working with the communities within which they practise. One way of doing this is to apply the theory of communities of practice to the academic department. Drawing from quantitative, as well as qualitative, data during one year, this case study describes the process of a collaborative project aimed at increasing the educational quality at a research-intensive department, and how what happened in the project seemed to contribute to the development of a community of practice to include teaching and learning.
9.	Bolander Laksov, Klara, et al. (author) Shifting to team-based faculty development: a programme designed to facilitate change in medical education 2022 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 41:2, s. 269-283 Journal article (peer-reviewed)abstract The value of traditional faculty development programmes has been questioned regarding its effectiveness in transforming clinical education. Rather than training faculty separately from their colleagues, the faculty development programme described in this paper presented an opportunity for teams of faculty to improve clinical education by developing tools grounded in medical education research. The five participating teams were interviewed in focus groups at the end of the programme and followed up with emails and phone calls three years after the end of the programme. The interview data were analysed according to conventional content analysis. Immediately after completion of the programme, all teams had managed to implement their tools, and three years later, four were still in use. The study demonstrates that critical success factors for faculty development to transform change in practice included a design focused on a stepwise, longitudinal programme; coaching of teams; management and peer engagement, and programme days that created space for reflection, development, and discussion.
10.	Bolander Laksov, Klara, 1973- (author) Strategic educational development 2008 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. Journal article (other academic/artistic)
11.	Booth, Shirley, et al. (author) Academic Development for Knowledge Capabilities : Learning, Reflecting and Developing 2005 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 24:4, s. 373-386 Journal article (peer-reviewed)
12.	Cenamor, Javier (author) To teach or not to teach? Junior academics and the teaching-research relationship 2022 In: Higher Education Research and Development. - : Informa UK Limited. - 1469-8366 .- 0729-4360. ; 41:5, s. 1417-1435 Journal article (peer-reviewed)abstract The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant.
13.	Edström, Kristina, 1963- (author) Doing course evaluation as if learning matters most 2008 In: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 27:2, s. 95-106 Journal article (peer-reviewed)abstract This paper investigates barriers for using course evaluation as a tool for improving student learning, through the analysis of course evaluation practices at The Royal Institute of Technology (KTH), a technical university in Stockholm. Although there is a policy on development-focused course evaluation at KTH, several stakeholders have expressed dissatisfaction with its poor results. Interviews were conducted with faculty and student representatives to investigate the perceived purpose and focus of evaluation and its current utilization. Results show that evaluation is teaching- and teacher-focused. As course development is not in the foreground, evaluations merely have a fire alarm function. It is argued that course evaluation should be regarded as a component of constructive alignment, together with the intended learning outcomes, learning activities and assessment. Finally, the concept system alignment is proposed, extending constructive alignment to the institutional level. The evaluation task can generally be said to be: 1. to describe what actually happens in that which seems to happen 2. to tell why precisely this happens, and 3. to state the possibilities for something else to happen. (Franke-Wikberg & Lundgren, 1980, p. 148)
14.	Englund, Claire (author) Exploring interdisciplinary academic development : the Change Laboratory as an approach to team-based practice 2018 In: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 37:4, s. 698-714 Journal article (peer-reviewed)abstract Higher education institutions are under increasing pressure to offer interdisciplinary education programmes; however, their implementation is not uncomplicated. Particularly where parts of a programme are delivered by different departments, academic development activities to change practices and develop a coherent interdisciplinary programme are problematical. This paper describes a team-based academic development activity aimed at improving student experiences of an interdisciplinary programme by seeking to resolve pedagogical, organisational and structural tensions. The activity is in the form of a Change Laboratory, a formative intervention method that builds on the theoretical framework of Cultural–Historical Activity Theory. Using this approach, participants were able to analyse and discuss the programme in a neutral interdisciplinary forum not available in academic development initiatives at the micro level of the individual teacher.
15.	Englund, Claire, et al. (author) Teaching with technology in higher education : understanding conceptual change and development in practice 2017 In: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 36:1, s. 73-87 Journal article (peer-reviewed)abstract Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.
16.	Geschwind, Lars, 1970-, et al. (author) Managing the teaching-research nexus : ideals and practice in research-oriented universities 2015 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 34:1, s. 60-73 Journal article (peer-reviewed)abstract This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff.
17.	Griep, Yannick (author) Capturing the process of academic commitment : a taxonomy and test of post-secondary student academic commitment trajectories 2022 In: Higher Education Research and Development. - : Taylor & Francis Group. - 0729-4360 .- 1469-8366. ; 41:6, s. 1900-1915 Journal article (peer-reviewed)abstract How does students’ academic commitment develop over the course of their first term? Process research on students’ early academic experiences has been scarce due to a lack of appropriate high-density-high-frequency research designs. We thus have very limited knowledge on how students become academically committed over time. Drawing on the analogue of workplace commitment, I extracted five process-theoretical accounts regarding how students’ AC might evolve over time: Learning to Love, Honeymoon Hangover, High Match, Moderate Match, or Low Match. I measured 180 students’ weekly levels of commitment across 18 weeks (2,778 observations) of post-secondary education. In line with expectations, I found evidence for the above-mentioned five distinct AC trajectories. These findings illustrate the utility of a more nuanced, temporal approach to the study of commitment, and carry both theoretical and practical implications for student development and learning potential.
18.	Henttonen, Ani, et al. (author) Students’ ways of experiencing writing a bachelor’s thesis: a phenomenographic interview study 2023 In: Higher Education Research & Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 42:7, s. 1640-1653 Journal article (peer-reviewed)abstract A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories of ways of experiencing writing: A. Structure, B. Comparison, C. Shift, and D. Relation. The categories of ways of experiencing the writing of a bachelor’s thesis constitute a range of foci, from solitary writing and assurance of the textual structure to a shared understanding, discussion, and transformation. This study confirms that sharing the preparation of texts in groups at the halfway stage can promote academic and relational skills. Conclusions address the nature of academic writing at the halfway stage and discuss potential pedagogical implications of the transformation from writing for oneself to writing for others, across disciplines and beyond academic levels.
19.	Håkansson Lindqvist, Marcia (author) Reconstructing the doctoral publishing process. Exploring the liminal space 2018 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 37:7, s. 1395-1408 Journal article (peer-reviewed)abstract An increasing number of professionals take on doctoral studies in order to advance their professional knowledge and develop their practice in line with academic practice. Many choose a thesis by publication. Using a mixed method approach, including data from the publishing process and autoethnographic narrative, this article explores one case of the publishing process for a professional doctoral student. The results show that the doctoral process when reconstructed is an overlapping process in which the professional combines academic and professional skills, moving from a professional doing research to a professional researcher. This space can be understood as a transformative or liminal space of creative opportunities in line with Van Gennep’s thoughts regarding rites of passage and liminal space. It is concluded that awareness of the doctoral publishing process may facilitate this process for doctoral students as well as supervisors.
20.	Jungert, Tomas, 1973- (author) A longitudinal study of engineering students’ approaches to their studies 2008 In: Higher Education Research and Development. - Abingdon : Routledge. - 0729-4360 .- 1469-8366. ; 27:3, s. 201-214 Journal article (peer-reviewed)abstract This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master’s programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone;(ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme.
21.	Magnell, Marie, et al. (author) A seamless blend of research and professional practice : dual coupling in engineering education 2019 In: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 38:4, s. 807-818 Journal article (peer-reviewed)abstract The purpose of this paper is to challenge the idea of incompatibility between links to research and links to professional practice in engineering education. The concept of ‘academic drift’ is introduced, both related to drift towards theory and towards research links in the curriculum. Empirical data were collected through a case study conducted at a department in a research-intensive technical university, including semi-structured interviews with academic staff and an analysis of course syllabuses. The results show that the respondents perceive no incompatibility between including links to research and including links to professional practice in engineering education. Indeed, they state that the two aspects are mutually reinforcing and overlapping. Their rationales for incorporating such coupled links to research and professional practice include increased motivation among students and preparing them for employment. In conclusion, including research in the curriculum does not necessarily lead to academic drift; conversely, the curriculum in engineering education can consist of a seamless blend of research and professional practice.
22.	Marton, Ference, 1939, et al. (author) On the Unit of Description in Phenomenography 2005 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 24:4, s. 335-348 Journal article (peer-reviewed)
23.	McGrath, Cormac, et al. (author) Change in a culture of collegiality and consensus-seeking : a double-edged sword 2019 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:5, s. 1001-1014 Journal article (peer-reviewed)abstract The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders' practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.
24.	Melin Emilsson, Ulla, 1947-, et al. (author) Supervision of supervisors : on developing supervision in postgraduate education 2007 In: Higher Education Research and Development. - : Taylor & Francis. - 0729-4360 .- 1469-8366. ; 26:2, s. 163-179 Journal article (peer-reviewed)abstract During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying ‘supervision on supervision’ through a programme including a special pedagogic model for learning, process‐oriented group supervision as a method of improving doctoral supervision is discussed. In the model used, the supervisors' relationships and the experiences form the basis for reflection process connected to, among others, communication theory and social‐psychological explanatory models. Pointing out the five requirements of trust, theories, tools, training and time, it is concluded that ‘supervision on supervision’ well may serve as a way of improving doctoral supervision.
25.	Mutwarasibo, Faustin, et al. (author) Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda 2014 In: Higher Education Research and Development. - : Taylor andamp; Francis (Routledge): SSH Titles. - 0729-4360 .- 1469-8366. ; 33:5, s. 962-977 Journal article (peer-reviewed)abstract Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.
26.	Mårtensson, Katarina, et al. (author) Developing a Quality Culture through the Scholarship of Teaching and Learning 2011 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 30:1, s. 51-62 Journal article (peer-reviewed)abstract The critical features of a strategy to promote improved teaching and learning are explored in this article from a socio-cultural perspective in a research-intensive institution. The paper presents theoretical underpinnings and implications as well as an empirical case study of such a strategy and its seemingly successful results. The strategy builds on scholarship of teaching and learning beyond individual development, and aims at cultivating a culture of continuous improvement of teaching and student learning. The case study describes a number of co- ordinated, and interrelated activities at various institutional levels to support the strategy. The results are discussed in terms of academic engagement. Important aspects such as academic freedom, professional identity and leadership are also discussed.
27.	Nelson, Anders, et al. (author) Undergraduate students´actorship in studying an educational sciences course in a Swedish context 2008 In: Higher Education Research and Development. - Abington : Routledge. - 0729-4360 .- 1469-8366. ; 3:27, s. 187-189 Journal article (peer-reviewed)abstract The study aimed to investigate how students in an introductory educational sciences course experienced and understood their own actorship during the course, in relation to conditions for learning created by the teachers. The analyses were based on students’ answers to an evaluation questionnaire that produced both quantitative and qualitative data. Those students who experienced opportunities to influence the course activities also stated that they had contributed to the development of the course to a greater extent than did those who experienced no such opportunities. There was no correlation between not feeling informed about the conditions for the course and seeking complementary information. The analysis also generated five different categories based on how the students viewed their own actorship, varying from ‘no actorship since it is not meaningful’ to ‘Real actorship exists’. The results are discussed in relation to methodological reflections and as implications for increasing students’ actorship.
28.	Roxå, Torgny, et al. (author) Strategic Educational Development –a national Swedish initiative to support change in Higher Education 2008 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 27:2 Journal article (peer-reviewed)
29.	SEVERIN, THOMAS, et al. (author) Contextualizing distributed leadership in higher education 2017 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 36:6, s. 1280-1294 Journal article (peer-reviewed)abstract This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership.
30.	Silfver, Ann-Louise, et al. (author) ‘We are like orphans’ : exploring narratives of Lao doctoral alumni educated in Sweden 2016 In: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 35:3, s. 575-588 Journal article (peer-reviewed)abstract In this article, we explore the narratives of 10 doctoral alumni from Lao People's Democratic Republic (PDR) who underwent graduate training in Sweden. The narratives identify challenges encountered by the alumni but more importantly reveal the agency by which these challenges were overcome. The most important strategy was that of collaborative learning, actively enlisting the help of other doctoral students and supervisors, thus challenging the prevalent discourse about doctoral studies as an individual endeavour. Inspired by post-colonial perspectives, the article reveals juxtapositions between Lao colonial experiences and Swedish ignorance of their ramifications. The article argues that programmes in Sweden should work more actively towards a collaborative and inclusive learning process. This strategy becomes especially important when doctoral endeavours involve participants from both the global south and the global north, and it could be an important step in challenging the hegemonic position of the global north in processes of knowledge production.
31.	Simper, Natalie, et al. (author) Informal academic networks and the value of significant social interactions in supporting quality assessment practices 2022 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 41:4, s. 1277-1293 Journal article (peer-reviewed)abstract This research investigated social interactions within small significant networks across a range of higher education settings to determine their role in supporting improvements to assessment. Thirty-four academic staff from three higher education settings (Australia, Canada and Sweden) provided assessment change examples and drew network diagrams to explain their interactions. Significant social interactions were defined as engaged exchanges between people who trust and respect each other, around topics that hold common value. They led to an emotional response, promoted reflection and resulted in action and/or a shift in thinking. Significant social interactions were demonstrated to be effective in supporting changes in assessment practices. The qualitative findings were supplemented with quantitative investigation of the relational ties within the networks. The most significant relational ties related to changes in the assessment were the value of the interactions (d =.64) and the similarity between individuals (d =.50). Authors recommend that leaders in higher education heed lessons learned about how value was generated within networks and utilized for improvement activities. It is suggested that the following positive change-oriented behaviours be developed and actively encouraged: Building of diverse networks; appreciating reciprocity; forging trust; creation of time and space for significant social interactions; and external recognition of the shift toward quality assessment practices. This study builds on existing literature for improving teaching and assessment in higher education, and particularly highlights the benefits of informal academic networks and the potential for significant interactions as a mechanism for change toward a quality agenda.
32.	Sonnenschein, Katrine, et al. (author) Investigating higher Education Students’ Professional Socialisation : a revised framework 2018 In: Higher Education Research and Development. - : Taylor & Francis. - 0729-4360 .- 1469-8366. ; 37:6, s. 1287-1301 Journal article (peer-reviewed)abstract Research on professional socialisation in higher education has been conducted in nursing, pharmacy, teaching and law, but there is a lack of studies on professional socialisation in tourism and hospitality education. This paper contributes to the body of knowledge by revising the professional socialisation framework ‘Conceptualising Graduate and Professional Student Socialisation’ through the findings of a broader study on the professional socialisation of Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university. The study examined diverse stakeholders’ perceptions of attributes needed by Chinese graduates with Australian university qualifications in tourism and hospitality management entering the Chinese hotel industry. The revised framework, ‘Higher Education Students’ Professional Socialisation Framework’, suggests different processes for enhancing the socialisation and career development of Chinese international students with an Australian tourism and hospitality management degree through work-integrated learning; language learning and communication; teamwork and mentoring; and interactions among different stakeholders. Furthermore, workplace socialisation emphasises mentoring and recognises different approaches to career development. Finally, the revised framework explains how the different stakeholders impact on the professional socialisation of students and graduates. The revised framework, which has a cross-cultural dimension, is generic and can be applied to other fields of study and to both international and domestic students in higher education.
33.	Stigmar, Martin, 1963- (author) Faculty Development through an Educational Action Programme 2008 In: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 27:2, s. 107-120 Journal article (peer-reviewed)abstract A number of countries, including Sweden, are reconsidering traditional teaching and learning methods in Higher Education. This article describes the work of implementing an Educational action programme to support faculty development. The work has been organised by an educational developer at the Educational Development Unit (EDU). Representatives of six university departments and the library have participated in cooperation with EDU on five occasions during one year. The result confirms the value of making one’s colleagues aware of the action programme. In this process the unit head plays an important supportive role. The value of forming local work teams is emphasised and the need for continuous documentation of the work. One strategy that has become a model for the implementation work is first to raising an awareness of the educational action programme, and then invite to participation and exchange among colleagues, which in turn leads to responsibility and long-term strategic planning.
34.	Uusimäki, Liisa, 1959, et al. (author) Travelling academics: the lived experience of academics moving across countries 2017 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 36:1, s. 187-200 Journal article (peer-reviewed)abstract The article reports on a study that explored the personal narratives of two female travelling academics at a Swedish University who had moved from Australia. To complement previous accounts of difficult migration and enculturation within the research literature, this article focuses mainly on the successful experiences of the academics and how their own sense of agency allowed them to navigate the new educational context. The article identifies key factors that have enacted these achievements and contributes to the understanding of travelling academics and their needs as they move to new higher education contexts. In particular, the article contributes to the long-term migration to a non-English-speaking country (Sweden) by two academics who had previously studied and worked within an English-speaking university system (Australia). In conclusion, the article suggests ways pedagogy and policy can respond to support other international academics who choose to travel and work in another country, enhancing and ‘living’ internationalization within the global world.
35.	Weurlander, Maria, 1969-, et al. (author) Developing medical teachers’ thinking and practice : impact of a staff development course 2008 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 27:2 Journal article (peer-reviewed)abstract This paper explores the impact of a staff development course on medical teachers’ thinking andpractice. Data have been gathered through 19 semi-structured interviews with participants onthe course one year after their participation. The analysis of the data shows that the courseseems to have contributed to changes in the participants’ approaches to teaching and learning,as well as their practice. The changes reported range from using new teaching techniques ortools, to fundamentally transformed views on learning and, thereby, on being a teacher. The findings are compared to previous studies in the field, and the strategic function of staffdevelopment courses as a means to support educational development is discussed.
36.	Weurlander, Maria, 1969-, et al. (author) Engineering students’ experiences of interactive teaching in calculus 2017 In: Higher Education Research and Development. - : Taylor & Francis. - 0729-4360 .- 1469-8366. ; 36:4, s. 852-865 Journal article (peer-reviewed)abstract This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.
37.	Wihlborg, Monne (author) Student nurses' conceptions of internationalisation in general and as an essential part of Swedish nurses' education 2004 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 23:4, s. 433-453 Journal article (peer-reviewed)
38.	Ödalen, Jörgen, 1975-, et al. (author) Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities 2019 In: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353 Journal article (peer-reviewed)abstract Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
39.	Booth, Shirley, et al. (author) Academic Development for Knowledge Capabilities: Learning, Reflecting and Developing. 2005 In: Higher Education Research and Development. - 0729-4360. ; 24:4, s. 373-386 Journal article (peer-reviewed)
40.	Borch, Iris, et al. (author) Academic developers’ roles and responsibilities in strengthening student evaluation of teaching for educational enhancement In: Higher Education Research and Development. - 0729-4360. Journal article (peer-reviewed)abstract Student evaluation of teaching (SeT) is ubiquitous in higher education but has been criticized by many scholars because of low use for course improvement benefiting student learning. Academic developers (ADs) are responsible for pedagogical courses and to support leadership and academics in processes enhancing educational quality. We could therefore expect ADs to play a key role in SeT practice. This paper investigates how Norwegian ADs and Academic Development Units (ADUs) are engaged in SeT practice. Norwegian academic leaders of twelve ADUs are interviewed about ADs’ roles and responsibilities in evaluation policy and SeT practice. The empirical data are analyzed by using the terms ‘accountability’ and ‘professional responsibility’ aiming to better understand the use of SeT. Before the turn of the millennium, ADs were actively engaged in SeT practice, but our study found that they are no longer central actors and little time is spent on the topic in pedagogical courses. Today evaluation is dominated by accountability logic and is professionalized by administration and leadership. We will argue that there is a potential to strengthen SeT as a tool for educational development by inviting ADs into evaluation policy development and by including evaluation as part of pedagogical courses.
41.	Intaite, Monika, et al. (author) Perceptual reversals of Necker stimuli during intermittent presentation with limited attentional resources 2013 In: Psychophysiology. - : Wiley-Blackwell. - 0048-5772 .- 1469-8986. ; 50:1, s. 82-96 Journal article (peer-reviewed)abstract During prolonged viewing of ambiguous stimuli, such as Necker cubes, sudden perceptual reversals occur from one perceptual interpretation to another. The role of attention in such reversals is not clear. We tested whether perceptual reversals depend on attentional resources by manipulating perceptual load and recording event-related potentials (ERPs) during intermittent presentation of Necker stimuli. The results did not reveal any influence for perceptual load on the frequency of reversals. The ERPs showed that perceptual load influenced electrophysiological activity over parieto-central areas in the P1 time window (110–140 ms), but load did not modify the early enhancements of positivity (30–140 ms), which correlated with perceptual reversals at occipito-temporal sites. We conclude that disambiguation of ambiguous figures is based on early mechanisms that can work efficiently with only a minimal amount of attentional resources.
42.	Melin Emilsson, Ulla, et al. (author) Supervision of Supervisors": On Developing Supervision in Post-graduate Education" 2007 In: Higher Education Research and Development. - 0729-4360. ; 26:2, s. 163-179 Journal article (peer-reviewed)
43.	Sampson, Kaylene, et al. (author) When the Governmental Tail Wags the Disciplinary Dog: Some Consequences of National Funding Policy on Doctoral Research in New Zealand 2010 In: Higher Education Research and Development. - 0729-4360. ; 29:3, s. 275-289 Journal article (peer-reviewed)abstract This paper explores disciplinary approaches to knowledge production and the supervision of doctoral students in the context of New Zealand's current Performance Based Research Fund (PBRF). In the last decade New Zealand has experienced significant changes to the way doctoral students are funded by central government. Funding has moved away from a "head count" model to one that rewards specific performance criteria of staff and timely completion of students. In the new regime, research outputs by way of peer reviewed publications, conference presentations, grant awards, postgraduate completions and so forth constitute the significant markers of such performance. Yet in general terms, the production of knowledge varies considerably by academic discipline. This paper uses qualitative methods to explore the potential for the PBRF to privilege some approaches to knowledge production (and models of doctoral supervision) while challenging the viability of others.

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