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- Benerdal, Malin, et al.
(author)
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Collaborative arrangements between schools and universities explored through a lens of organizing
- 2023
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Conference paper (peer-reviewed)abstract
- Collaborative arrangements between schools and universities explored through a lens of organizingMalin Benerdal1, Anna-Karin Westman21Umeå university, Sweden; 2Mid university, SwedenKnowledge production in collaboration between academia and society has been put forward in governmental policies on research and development to an increasing extent over the last two decades (Jonsson et al., 2022; Skoglund, 2022) in the Nordics and beyond. This article focuses on one such effort, abbreviated ULF in Swedish, aiming at testing different models of collaboration between universities and school organizers in Sweden. It was initiated as a state-funded trial during the years 2017-2021. Drawing on an evaluation of the work at six participating universities, the aim of the paper is to analyze the organizing of the collaborative project focusing on university representative’s experienced efforts and challenges in relation to organizing the collaboration. The framework for analysis builds on literature of partial organization (Ahrne & Brunsson, 2011) and the analysis was conducted in two steps. First, we analyzed the material to determine which organizational elements were present and visible in the setup of the collaboration at the different universities. In the second step we focused on expressions and statements tied to the different elements focusing expressed efforts, solutions and difficulties in relation to the different elements of organization. The material consisted of transcripts from group interviews with 22 representatives from six universities and written responses from a survey.The results indicate a partial organization where the elements of membership, hierarchy and rules being present. Different solutions were sought in relation to the universities and school organizers different contextual conditions, and different solutions to overcome hindrances was evident. The execution of the elements of organization were partly similar, but variation in prerequisites seems to have influenced the design. Thus, illustrating the importance of the contextual circumstances of both universities and schools. As the trial with ULF being prolonged and the previous government declared the intent of permanenting the initiative, the national organization is under reconstruction. It is therefore important to continue following the organizing and the consequences of collaborative initiatives such as ULF. As collaboration and partnerships between universities and school organizers is in demand, not at least from the political level in the Nordic countries, we need to further scrutinize how they are constructed and experienced not least from the outset of power dynamics in play and their consequences.ReferencesAhrne, G., & Brunsson, N. (2011). Organization outside organizations: The significance of partial organization. Organization, 18(1), 83–104. https://doi.org/10.1177/1350508410376256Jonsson, A., Grafström, M., & Klintman, M. (2022). Unboxing knowledge in collaboration between academia and society: A story about conceptions and epistemic uncertainty. Science and Public Policy, scac010. https://doi.org/10.1093/scipol/scac010Skoglund, K. N. (2022). Social interaction of leaders in partnerships between schools and universities: Tensions as support and counterbalance. International Journal of Leadership in Education, 25(5), 747–766. https://doi.org/10.1080/13603124.2020.1797178
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| 2. |
- Benerdal, Malin, Doktor, 1984-, et al.
(author)
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Organising for collaboration with schools : experiences from six Swedish universities
- 2023
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170.
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Journal article (peer-reviewed)abstract
- Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.
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| 3. |
- Benerdal, Malin, Doktor, 1984-, et al.
(author)
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Utveckling, Lärande, Forskning? : Slutrapport från genomlysningen av försöksverksamheten med ULF-avtal i Umeå-noden
- 2022
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Reports (other academic/artistic)abstract
- Hösten 2020 påbörjades en genomlysning av Umeå-nodens försöksverksamhet ULF-avtal (Utveckling, Lärande, Forskning). Genomlysningens syfte var att undersöka hur respektive lärosäte skapar förutsättningar för ULF:s försöksverksamhet med utgångspunkt från nodens gemensamma ställningstaganden som uttryck i nodens ULF-plan; samt identifiera övergripande hinder och möjligheter till samverkan mellan lärosäte och skolhuvudmän inom ramen för utgångspunkterna. I föreliggande rapport redogörs för Umeå-nodens försöksverksamhet ULF ur ett generellt perspektiv, där en samlad bild av lärosätenas arbete med ULF och generella hinder och möjligheter för samverkan synliggörs. Rapporten är en av sju rapporter som författats i genomlysningen, övriga rapporter berör respektive lärosätes ULF-verksamhet. Till Umeå-nodenärutöver Umeå universitet, fem lärosäten knutna; Luleå Tekniska Universitet (LTU), Mittuniversitetet (MIUN), Örebro Universitet (ORU), Mälardalens Högskola (MDH) och Högskolan i Dalarna (HDA). Materialinsamlingen har skett via enkäter, intervjuer och gruppintervjuer med lärosätesrepresentanter och dialogforum med skolhuvudmanna-representanter. Analysen av resultatet har utgått från en organisationsteoretisk modell där bland annat aspekter som struktur, kultur och politik lyfts fram. I Umeå-nodens ULF-plan framhålls vikten av; att testa olika samverkansmodeller, utgå från ett symmetriskt komplementärt förhållningssätt, att skolans behov ska vara vägledande, praktiknära forskning av kvalitet och i nära samverkan med verksamhetsutveckling och att lärarutbildningen involveras i försöksverksamheten. Resultatet indikerar att det finns utmaningar och möjligheter relaterade till samtliga områden i ULF-planen. ULF-arbetet i noden genomsyras att ett undersökande förhållningssätt, med låg grad av styrning och hög grad av delaktighet och inflytande. Det finns en ambition och vilja att samverka och föra dialog, där professioner, kompetenser och erfarenheter tas tillvara. Ambitionen angående symmetrisk komplementär samverkan är sympatisk, samtidigt finns det i samverkan inbyggda gränser och asymmetri där olika praktiker har skilda auktoritet. Den struktur, kultur och politiksom genomsyrar lärosätenas och skolhuvudmännens ULF-arbete får betydelse och påverkar konstruktionerna av ULF-verksamheten, samverkansgränserna och de utmaningar och möjligheter som framträder.
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| 5. |
- Eliasson, Nina, 1965-, et al.
(author)
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Naturvetenskaplig begreppsförståelse : Fördjupningsrapport om elevsvar i TIMSS 2019
- 2020
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Reports (other academic/artistic)abstract
- I den här rapporten presenteras en fördjupad analys av svenska elevsvar på fyra olika kunskapsfrågor i naturvetenskap som samlats in inom ramen för TIMSS 2019.Rapporten har skrivits av Nina Eliasson och Anna-Karin Westman, Mittuniversitetet, på uppdrag av Skolverket.Syftet med analysen av elevsvaren är att fördjupa förståelsen för vilka kunskaper hos eleverna, innehållsliga såväl som kognitiva, som döljer sig i dessa svar.
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| 6. |
- Eliasson, Nina, 1965-, et al.
(author)
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”Nu kan vi sätta ord på det vi gör” : att utveckla naturvetenskap och teknik i förskolan
- 2021
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In: Forum för forskningsbaserad NT-undervisning. - : Linköpings universitet. - 9789179297206 ; , s. 99-106
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Book chapter (peer-reviewed)abstract
- I detta bidrag delar vi med oss av våra erfarenheter att genomföra fortbildningskurser i naturvetenskap och teknik för pedagoger i förskolan. Syftet med kurserna är att deltagarna ska förvärva kunskaper inom teknik och naturvetenskap och få möjlighet att stärka tilltron till sin förmåga att planera och leda pedagogisk verksamhet om naturvetenskap och teknik. I den här texten beskriver vi hur kursen har genomförts. För att bedöma hur genomförandet av kursen motsvarar fastställda mål har vi utgått ifrån pedagogernas utvärderingar i anslutning till kursavslut. Från utvärderingar och diskussioner med deltagarna kan vi se flera exempel på olika framgångsfaktorer i samband med fortbildning som exempelvis en glädje över att upptäcka naturvetenskapen i det man redan gör på förskolan. Deltagarna beskriver också hur de upplever att de sänkt kraven på sig själva om att alltid kunna leverera de korrekta svaren på barnens frågor. Istället vågar de oftare ställa produktiva frågor och utforska vidare tillsammans med barnen.
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| 7. |
- Forsgren, Lilian, 1990, et al.
(author)
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Water-assisted extrusion and injection moulding of composites with surface-grafted cellulose nanocrystals – An upscaling study
- 2021
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In: Composites Part B: Engineering. - : Elsevier BV. - 1359-8368. ; 208
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Journal article (peer-reviewed)abstract
- The large-scale surface modification of cellulose nanocrystals (CNC) was carried out to produce CNC-containing composites, in a scale of 3 kg, using industrial-scale melt processing techniques such as twin-screw extrusion and injection moulding. Two different polymer matrices, ethylene-acrylic acid copolymer (EAA) and low-density polyethylene (LDPE), were reinforced with 10 wt% unmodified cellulose nanocrystals (CNC) or surface-treated CNC, where a 2-hydroxyproyl-N-diallyl group had been grafted onto the sulphate half-ester groups on the CNC surfaces. This was achieved by mixing an aqueous CNC dispersion and the polymer pellets directly in the twin-screw extruder followed by a second dry compounding step prior to shaping by injection moulding. The injection-moulded materials were characterized with respect to their mechanical properties and thermal stability. The addition of 10 wt % CNC resulted in all cases in an increase in the yield strength and stiffness by 50–100%, most significantly for the EAA based composites. There were indications of the presence of a stable interphase and a percolating network in the EAA-based materials, according to dynamic-mechanical measurements. A reduction in thermal stability was observed for the melt-processed samples containing diallyl-modified CNC and discoloration in the EAA based samples.
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| 8. |
- Jidesjö, Anders, 1972-, et al.
(author)
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An Update of Secondary Student's Interest in Science and Technology in Sweden.
- 2021
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Conference paper (peer-reviewed)abstract
- This paper presents an update of student’s interest in learning science and technology. The Swedish empirical evidence has been collected in a large scale explorative international research study called the Relevance of Science Education Second (ROSES). The results show that students are interested in learning about for example space and things that scientists cannot explain. Girls are more interested in the human body, dreams and the human soul while boys favour items about weapons and explosions. Everyday science and technology do not seem to be engaging. Several items students show low interest in are typically part of a secondary school science curriculum. The results are discussed from trends and developments.
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| 9. |
- Jidesjö, Anders, 1972-, et al.
(author)
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ROSES codebook : data entry, cleaning and reporting
- 2021
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Reports (other academic/artistic)abstract
- This text contains information about how to work with data entry to create the file that should be sent back to the ROSES organizers. To assist we provide the ROSES Codebook and ROSES Data entry files. These documents provide information about th e character of data and how data should be compiled, processed, and reported. They should be used together with the ROSES master ques tionnaire to complete the process of data collection.In a large-scale research project, such as ROSES, it is important that answers of respondents in different countries can be easily interpreted which is the basic purpose of coding. It is also important that data are entered in data files correctly, to be able to compare results. The purpose with coding the ROSES data the way that it is described in the Codebook, is to reduce the large quantity of information into a format that can be analysed and compared in the international setting.
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