| 1. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Challenges in developing professional knowledge, education, and practices in Swedish higher education
- 2023
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Ingår i: Book of All Abstracts and Papers. - Birmingham. ; , s. 199-198-199
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Konferensbidrag (refereegranskat)abstract
- The formation of professionals and professions is, simultaneously, a core function of contemporary universities and a field of contestation where different worldviews, rationalities and aspirations meet. In this symposium, we will present an interdisciplinary research collaboration, called PHE (Professional knowledge in Higher Education), between four academic institutions in Sweden. These institutions regularly collaborate on research activities concerning professional knowledge, professional education and learning addressing core issues for the welfare state, for social justice, sustainable development, and higher education pedagogy. We will present the main motivations for this collaboration, its goals, and examples of its ongoing interdisciplinary research.The symposium will situate our collaboration in current public and academic debates on the growing societal demand for strong, flexible, and pluralistic professional programs in higher education and in doing so, also address pressing issues related to welfare, the knowledge economy, and the labour market. Such demands pose new challenges for universities today in regard to, for example, the need for expertise and pedagogy. Central to this collaborative project is a new interdisciplinary research school, SPETS (Studies in Professional Education and Training for Society), with doctoral students from all four institutions and inter-institutional supervision. In the symposium, five ongoing doctoral projects that represent current challenges and tensions in Swedish professional education and development will be presented. In Matilda B Svensson’s research, she highlights the policy turns of teacher education in Sweden and how they affect understandings of professional knowledge. Per Holmgren and Yihua Zhang examine how digitalization impacts what is seen as valuable knowledge and pedagogy in HE today and how digitalization is used to address some of the key issues in professional programs. Reghan Borer’s study concerns how public engagement is addressed in Swedish doctoral education, and Sara Svensson discusses the use of arts-based pedagogies to facilitate personal and professional development across a range of professional education programs. In Amoni Kitooke’s work, he explores community-oriented aspects of professional education, particularly praxis and knowledge issues in teacher education.These doctoral projects, in parallel with other joint activities and meeting points in this collaborative endeavour, address issues that include highly relevant intersections between digitalization, internationalisation, equity, policy and quality assurance, economic disparities, migration, and community welfare, which point to some of the challenges of developing professional knowledge, education and practices in higher education today.
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| 2. |
- Barman, Linda, et al.
(författare)
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Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses and the Responsible University : History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities
- 2019
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Ingår i: The Responsible University. - Cham : Palgrave Macmillan. - 9783030256456 - 9783030256463 ; , s. 117-143
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Bokkapitel (refereegranskat)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 3. |
- Barman, Linda, et al.
(författare)
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Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses (MOOCs) and the Responsible University: History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities
- 2019
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Ingår i: The Responsible University: Exploring the Nordic Context and Beyond. - Cham : Springer International Publishing. ; , s. 117-143
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 4. |
- Barman, Linda, 1972-, et al.
(författare)
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Higher education, For free, for everyone, for real? Massive Open Online Education (MOOCs) and the responsible university : History and enacting rationalities for MOOC-initiatives at three Swedish universitie
- 2019
-
Ingår i: The Responsible University. - London : Palgrave Macmillan. - 9783030256456 ; , s. 117-143
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 5. |
- Bergman, Becky, 1970, et al.
(författare)
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Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online
- 2024
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Ingår i: Journal of Studies in International Education. - : SAGE Publications. - 1028-3153 .- 1552-7808. ; 28:2, s. 240-258
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Tidskriftsartikel (refereegranskat)abstract
- Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students’ integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.
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| 6. |
- Bhadani, Kanishk, 1991, et al.
(författare)
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Student Perspectives on Video-Based Learning in CDIO-Based Project Courses
- 2017
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Ingår i: The 13th International CDIO Conference Proceedings, Calgary, Canada. - 1796-9964. - 9780889533998 ; , s. 689-704
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Konferensbidrag (refereegranskat)abstract
- This paper aims at demonstrating the applicability of video learning in CDIO based project courses and at evaluating to what extent it benefits students. The courses are Machine Elements (PPU210), Product Planning - Needs and Opportunities (PPU085) and Engineering Design and Optimization (PPU190) in the Mechanical Engineering programme at Chalmers University of Technology. The research was carried out by first creating a set of videos for selected topics in three courses. In total, 22 videos were created including topics such as “Benchmarking”, “SWOT”, and “Prototype lab equipment instructions”. The learning outcomes of the video lectures were mapped to the CDIO syllabus. A blended learning environment was developed, i.e. the videos were utilised as additional support alongside existing learning activities. The videos were then used in the courses and the students’ feedbacks collected through a dedicated questionnaire, the regular course evaluation survey, and in student-teacher group meetings during and after the courses. The collected data was analysed to produce inferences about the applicability and utility of the video lectures. The resulting analysis shows the students’ preferences regarding the evaluated video lectures and instructions. The students find videos more appealing compared to traditional lectures. One of the main benefits highlighted is the possibility of watching the videos in parallel to the design-build-test project execution rather having the classroom lecture only. This helps in reinforcing concepts, and results in less dependency on supervisors during the project execution. Videos proved to be suitable for creating a blended learning environment and improved the perceived learning experience for the students. In order to maximize student satisfaction and interaction with the videos, the videos should be short and closely aligned to the other learning activities. The paper also suggests future improvements to be carried out for video-based learning in the courses, and proposes an easy adaptable way for teachers to develop video material.
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| 7. |
- Burns, Tom R., et al.
(författare)
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Power, Knowledge, and Conflict in the Shaping of Commons Governance
- 2011
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Ingår i: European Sociology Association 10.
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Konferensbidrag (refereegranskat)abstract
- This article aims at contributing to governance conceptualization and its application to case study analyses. Two of the challenges which the theoretical and empirical work in the article addresses concern facilitation of the comparability of diverse governance cases and a specification of several key mechanisms of governance formation and reform. A proposed model of the architecture of governance systems – their major components and inter-linkages – contributes, as argued and illustrated here, to greater comparability among cases and with the possibility of improved accumulation of knowledge about governance systems. The work also identifies a few key drivers explaining how governance systems are established, maintained or changed through power, knowledge, and contestation/conflict processes.These tools are applied to empirical cases of governance structure and their functioning and reformation. I consider briefly for comparative purposes food security, chemicals, gender relations, and Baltic fisheries as areas of EU governance. The paper is divided into three sections. Section I introduces the basic conceptualization and tools of analysis. Section II elaborates the key concepts and tools presented in Section I, in particular considering a variety of cases of the functioning and transformation of governance systems. Section III is a brief conclusion pointing out the originality of the theory as well as its applicability.
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| 8. |
- Burns, Tom R, 1937-, et al.
(författare)
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Power, Knowledge, and Conflict in the Shaping of Commons Governance. The case of EU Baltic fisheries
- 2011
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Ingår i: International Journal of the Commons. - : Ubiquity Press, Ltd.. - 1875-0281. ; 5:2, s. 233-258
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Tidskriftsartikel (refereegranskat)abstract
- This article aims at contributing to governance conceptualization and its application to case study analyses. Two of the challenges which the theoretical and empirical work in the article addresses concern the facilitation of comparability of diverse governance cases and a specification of several key mechanisms of governance formation and reform. A proposed model of the architecture of governance systems – their major components and inter-linkages – contributes, as argued and illustrated here, to greater comparability among cases and with the possibility of improved accumulation of knowledge about governance systems. These tools are applied to empirical cases of governance structure and their functioning and reformation. Baltic fisheries, a complex, multi-level case of commons governance, is considered in some detail in order to illustrate and elaborate the key factors of power, knowledge, and conflict in the functioning and transformation of governance systems. In addition to the Baltic fisheries case, we consider briefly for comparative purposes chemicals and gender relations as additional areas of EU governance. The paper is divided into four sections. Section I introduces the basic conceptualization and tools of analysis. Section II presents the case of Baltic fisheries. Section III elaborates the key concepts and tools presented in Section I, in particular considering additional cases of the functioning of governance systems. Section IV is a brief conclusion.
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| 9. |
- Burns, Tom R, 1937-, et al.
(författare)
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The architecture and transformation of governance systems: Power, knowledge, and conflict
- 2011
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Ingår i: Human Systems Management. - 0167-2533 .- 1875-8703. ; 30:4, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- This article aims at contributing to governance conceptualization and its application to case study analyses. Two of the challenges which the theoretical and empirical work in the present article address concern a specification of universal dimensions of governance systems and an identification of selected mechanisms of governance formation and transformation – specifying a few key drivers that explain how governance systems are established, maintained or changed through power, knowledge, andcontestation/conflict processes. These tools are applied to empirical cases of governance structures as well as cases of governance transformation.
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| 10. |
- Cervin-Ellqvist, Maria, 1994, et al.
(författare)
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Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
- 2021
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 82:3, s. 477-498
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Tidskriftsartikel (refereegranskat)abstract
- Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance.
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