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  • 351.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folk high schools as educational avant-gardes in Sweden2013In: Popular education, power and democracy: Swedish experiences and contributions / [ed] Ann-Marie Laginder, Henrik Nordvall and Jim Crowther, Leicester: NIACE - National Institute of Adult Continuing Education, 2013, 1, p. 72-96Chapter in book (Other academic)
    Abstract [en]

    Popular education, a distinctive Swedish tradition of lifelong learning, has always concerned itself with the relationship between learning, power, and democracy in society, rather than having a purely individualistic and instrumental approach to learning for employability, which has dominated policy and practice. Through the themes of power and democracy, this book examines popular education's contribution to enhancing people's lives in communities. It reflects on the wider significance and explores the impact on the political culture of the state and the cultural politics of society within and outside Sweden, including the US, Japan, Canada, and Tanzania. As a comprehensive and unique collection, the book balances historical reflection, contemporary issues, and the international impact of popular education, combining theoretical analysis and empirical data. *** ...this book provides a wonderful introduction to the historical development and some of the current aspects and examples of Swedish popular education, both in Sweden and beyond....Its various chapters show the continued relevance of popular education approaches to addressing major educational and social issues and their diversity and rich theoretical grounding provide enough stimuli to engage educators and practitioners alike....a key resource in the worldwide struggles for social justice by demonstrating how education can be both (a) a tool for social change as well as for personal transformation and (b) how insights gained from others' actions and struggles can be used by people the world over. -- Tom Nesbit, Canadian Association for the Study of Adult Education, in the European Journal for Research on the Education and Learning of Adults, 2013

  • 352.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Generalizability2013In: Qualitative research: a reader in philosophy, core concepts, and practice / [ed] Barbara Dennis, Lucinda Carspecken and Phil Francis Carspecken, New York: Peter Lang , 2013, 1, p. 38-56Chapter in book (Other academic)
    Abstract [en]

    We conceived of this book with the idea that critical explorations into the key philosophical issues in qualitative research could throw light on distortions, power relations, hidden assumptions and possibilities within the field, and could ultimately provide the groundwork for needed change and new directions. We wanted to do this with rigor, getting underneath the contemporary divisions in qualitative research, first building up philosophy and core concepts and then returning to specific practices in qualitative research. The book, in a way, then, is a statement of hope. We have seen many promising trends in the last few decades as academics from the groups who have traditionally been studied and spoken for in the past - indigenous peoples, women, minorities, gays and lesbians, for example - make their voices heard, as the «other» speaks back, and as the uses to which research is put receive more scrutiny. We see signs that qualitative research may begin to turn the tables on its own history and become a tool for emancipation rather than its opposite. The book is divided into five sections which each focus on different aspects of qualitative methodological practices and the concepts which are inherent in the practices themselves. The editors of this book are experienced with conducting qualitative research and two of the editors teach multiple university courses on research methodology and the social and epistemological theories associated with inquiry. Many of the books available for our courses divide qualitative research into a number of disparate types and then explain philosophical and epistemological positions according to those divisions. In our opinion, such approaches inadequately confront orienting questions of human knowledge implicit to all forms of social research. We intend to produce a new book that exemplifies theory and methods in qualitative research in relation to a sound presentation of social-theoretical core concepts.

  • 353.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kunskapsbehovet genom livet: Om folkets lärande och vuxnas utbildning2014In: Lärande, skola, bildning.: grundbok för lärare / [ed] Ulf P. Lundgren, Roger Säljö, Caroline Liberg, Stockholm: Natur och kultur, 2014, 3, p. 663-687Chapter in book (Other academic)
  • 354.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Vuxendidaktik: fjorton tankelinjer i forskningen om vuxnas lärande2013 (ed. 1)Book (Other academic)
    Abstract [sv]

    Många ställs i vår tid inför uppgiften att utforma utbildning och undervisning för vuxna. Denna bok vill ge överblick och bidra med uppslag inför vad man kan kalla didaktiska val: Vad är värt att veta? Hur skall studieprocessen utformas? Fokus ligger på alternativa sätt att resonera, så kallade tankelinjer, och grundar sig på internationell forskning om vuxnas studier och lärande.

  • 355.
    Larsson, Staffan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Invisible colleges in research on adult learning: a bibliometric study on international scholarly recognition2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 73-97Chapter in book (Refereed)
    Abstract [en]

    An “economy of publications and citations” has emerged in academia, where databases as Web of Science and Scopus provide tools for “quality” measurements. The assumption is that such measurements are unbiased in terms of geography, language, gender etc. This is investigated by scrutinizing the “invisible colleges”, i.e. networks of citations in adult learning/education journals, indexed by Scopus. A bibliometric analysis is made of 151,261 direct citation links in 5 journals published between 2006–2014. The outcome shows a pattern of biases: a US/UK, anglophone, male domination. It also shows how the investigated field consists of many loosely connected invisible colleges. This might make the field weak in terms of academic power.

  • 356.
    Lindberg, Viveca
    et al.
    Göteborgs universitet.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Introduktion2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Lärarförlaget , 2017, 1Chapter in book (Other academic)
  • 357.
    Linder Eknor, Eleonor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Learning a critical gaze: producing gendered bodies in skin and spa therapy education and training2018In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 70, no 2, p. 232-250Article in journal (Refereed)
    Abstract [en]

    AbstractThis study scrutinises the production of bodies in skin and spa therapy education and training. More specifically, it focuses on how bodies are produced when participants are positioned and position themselves in classroom interaction and interviews. Drawing on a post-structural approach, inspired by Butler, regularities of description and self-description were analysed. This approach provided analytical tools for analysing how people engage with discourse in this micro-context of education and training, and enabled an understanding of how these processes are gendered. The results show how these educational arrangements enact a process where the students learn to adapt a critical gaze towards bodies, wherein they position themselves as self-aware and responsible through femininity. These self-governing processes produce particular relations to the bodies of others, disciplining others through disciplining oneself. Bodies are produced as biological entities that are unruly and ? if left without discipline and correction ? imperfect. At the same time, the imperfect body is produced through and produces normativity, offering alternative ways of producing normative femininity, alongside naturalising skin and spa therapy consumption and activity.

  • 358.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
    Hammar, Mats
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Does gender matter?: Differences between students at an interprofessional training ward2015In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 29, no 6, p. 616-621Article in journal (Refereed)
    Abstract [en]

    Studies on graduates’ transitions from education into clinical work highlight inequalities concerning how women and men experience their professional learning and development. This study explores how female and male students from different programs within the health care education system, i.e. medicine, nursing, occupational therapy and physiotherapy programmes, experience an IPTW as a part of their professional identity formation.

    Students from the medicine, nursing, physiotherapy, and occupational therapy programmes collaborate in teams during two weeks at one of three IPTWs at the medical school, Linköping University. They together take the responsibility for diagnosis, treatment and rehabilitation of the patients, albeit with professional supervisors as support. During 2010 to 2011 454 (93%) of the 488 students who practiced at the IPTWs answered a questionnaire on their experiences of the IPTW. The students stated that the IPTW had positively influenced their professional development. The female and male medical students were significantly less positive than other female and male students, respectively, concerning the value of IPTW. The male students from all programmes were slightly, but significantly, less positive than all the female students. These findings show that students “do gender” as an integral part of the educational practice. It is important to scrutinize the IPTW as an educational practice, influencing students’ preparation for future work. Gender should be discussed during the IPTW rotation but also in general during the curriculum for all healthcare programmes.

     

  • 359.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hammar, Mats
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Hopwood, Nick
    University of Technology Sydney, Australia .
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    One site fits all? A student ward as a learning practice for interprofessional development2013In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 27, no 6, p. 476-481Article in journal (Refereed)
    Abstract [en]

    Interprofessional training wards (IPTWs), aiming to enhance interprofessional collaboration, have been implemented in medical education and evaluated over the last decade. The Faculty of Health Sciences, Linkoping University has, in collaboration with the local health provider, arranged such training wards since 1996, involving students from the medical, nursing, physiotherapy, and occupational therapy programs. Working together across professional boundaries is seen as a necessity in the future to achieve sustainable and safe healthcare. Therefore, educators need to arrange learning contexts which enhance students interprofessional learning. This article shows aspects of how the arrangement of an IPTW can influence the students collaboration and learning. Data from open-ended questions from a questionnaire survey, during autumn term 2010 and spring term 2011 at an IPTW, was analyzed qualitatively using a theoretical framework of practice theory. The theoretical lens gave a picture of how architectures of the IPTW create a clash between the "expected" professional responsibilities and the "unexpected" responsibilities of caring work. Also revealed was how the proximity between students opens up contexts for negotiations and boundary work. The value of using a theoretical framework of professional learning in practice within the frames of healthcare education is discussed.

  • 360.
    Lundberg, Anna, L. V.
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att konstruera matematikuppgifter på yrkesprogram2015Other (Other academic)
    Abstract [sv]

    Uppgifter har en central roll inom matematikundervisning, och eftersom utbudet av yrkesrelaterade uppgifter är begränsat är det viktigt förmatematiklärarepå yrkesprogram att kunna skapa nya sådana uppgifter.

  • 361.
    Lundberg, Anna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Matematik i Yrkesutbildningen - en historisk överblick2015Other (Other academic)
    Abstract [sv]

    Texten inleds med några nedslag i yrkesutbildningens historia med relation till vilken matematik som krävdes i läroplanerna. Därefterges en beskrivning av hur yrkesutbildningen ser ut i Tyskland och Australien för att visa hur Sverige står sig i jämförelse med andra länder.

  • 362.
    Lundberg, Martin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Yrkeskunskap och yrkesämne2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 37-58Chapter in book (Other academic)
  • 363.
    Lövgren, Johan
    et al.
    MF Norwegian School of Theology, Oslo, Norway.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    A short introduction to research on the Nordic folk high schools2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 61-68Article in journal (Other academic)
    Abstract [en]

    Although some shared characteristics may be found among folk high schools in the Nordic countries - such as the role as a pedagogical alternative to the public-school system, the frequency of boarding schools and the informal relations between teacher and student - they have originated and developed differently. Based on previous research, this introduction points out such national differences related to both philosophical foundations and geopolitical factors. Before introducing the articles for the thematic issue, a table is presented which depicts the number of folk high schools, offered credits and types of courses in each country.

  • 364.
    Malmström, Louise
    et al.
    Utbildningsutskottet, riksdagen, Sweden.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bildning(s)vägar till riksdagen2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Fejes, Andreas, Lund, 2013, 1, p. 191-208Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder

    .Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

    Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 365.
    Mbabazi Bamwesiga, Penelope
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A conceptual understanding of employability: The employers’ view in Rwanda2013In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 19, no 1, p. 39-56Article in journal (Refereed)
    Abstract [en]

    Many governments believe that investing in human capital should increase citizens’ employability, which is why it is often presented as a solution to the problems of knowledge-based economies and societies, rising unemployment rates and economic competiveness. The aim of this study is to understand employers’ views regarding the employability of graduates from higher education in Rwanda. Employers of graduates in the programs of Accounting, Agriculture, Education and Medicine were interviewed to obtain a broad understanding of their views. The key themes that emerged from the thematic analysis were professional skills, being changeable/formable and skilful practices. This study argues that the concept of employability needs to be viewed as contextual because the understanding the professional and national contexts is fundamental to achieving a better understanding of graduates’ employability.

  • 366.
    Mbabazi Bamwesiga, Penelope
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Graduate employability: Students’ perceptions on their preparedness for future work2013Manuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this article is to analyse students’ perception on their preparedness for future work, i.e., how employable they see themselves being after graduation. Semi-structured interviews were conducted with 40 university students in Rwanda, and the interviews were thematically analysed. The analysis generated three themes, knowledge not specific to the profession; experience of professional practice; and international experience as central for students’ future success in securing a good job, effective functioning and remaining employable. One key contribution of this study is the argument that English, the students’ second language, is perceived as needed for employability, not only in the international arena but also in Rwanda.

  • 367.
    Mbabazi, Penelope B.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Quality in Learning in Rwandan Higher Education: Different stakeholders’ perceptions of students’ learning and employability2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the thesis is to investigate quality in learning in higher education in Rwanda by focusing on students’ learning and their employability. This focus allows for an understanding of key challenges for Rwandan higher education to emerge, at a time when more and more students are enrolling. Higher education is being rebuilt after the genocide of 1994 in Rwanda and the focus on quality in learning and preparing students for work life is thus timely and important. The empirical material comprises interviews with students, teachers and employers. Interpretation of this material is guided by perspectives on quality in learning: students’ approaches to learning, learning as transformation and employability. A meta-ethnographic analysis of the four articles on which the thesis is based generated five themes as central quality aspects of learning that could enhance the employability of graduates: becoming professional, skillful practices, becoming a learner, becoming responsible and international experience. The results illustrate that students have to some extent different views from employers and teachers regarding questions about quality in learning. Thus, it could be of value for policy makers and teachers to listen to what the students have to say when designing policy and curriculum in higher education in Rwanda.

  • 368.
    Mbabazi, Penelope
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Owe
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A phenomenographic study of students' conceptions of quality in learning in higher education in Rwanda2013In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 3, p. 337-350Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time.

  • 369.
    Merrill, Barbara
    et al.
    Universty of Warwick, UK.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Intersectionality and adult education2018In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 9, no 1, p. 7-11Article in journal (Other academic)
  • 370.
    Mesic, Nedzad
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Use-Values for Inclusion: Mobilizing Resources in Popular Education for Newly Arrived Refugees in Sweden2019In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 7, no 2, p. 85-95Article in journal (Refereed)
    Abstract [en]

    In times of market reforms and international migration, the Swedish welfare model has been seriously challenged. In the context of the arrival of refugees in 2015-2017, the state turned to civil society in facing up to the challenges. In this article, we direct our attention to the Workers Educational Associations (ABF) state-funded work with refugees, with a specific focus on the activities conducted, the resources making them possible and the use-value of the resources mobilised. The article is based on observations and interviews with study circle leaders, managers and asylum seekers. The analysis illustrates that ABF, in line with its historical legacy, the broader workers movement, the strong notion of popular education as free and voluntary, has, with its well-established connections throughout the country, not solely taken on the task defined by the state. In solidarity, ABF has also responded to the needs of the refugees. As highlighted in the analysis, ABF has mobilized a wide range of resources, not least providing refugees with social networks and help in contacting the authorities. With such mobilization, opportunities were provided for the inclusion of refugees in Sweden.

  • 371.
    Millenberg, Filippa
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Teacher's didactic work at folk high school2019In: Education in a globalized world, 2019Conference paper (Other academic)
    Abstract [en]

    Teacher's didactic work at folk high school

     

    Marketisation of education is a global phenomenon (Ball, 2007; Ball & Youdell, 2008; Burch, 2009). The market model of delivery with roots in the world of business and the expressed intention of making education supply more economically effective characterize large parts of the education system in the western welfare state (Beach & Carlsson, 2004). Sweden has one of the most marketized education systems in the world (Fejes, A., Olson, M., Rahm, L., Dahlstedt, M., Sandberg, F. 2016; Lundahl, 2016) where the state and teachers monitor and control the upcoming workforce through evaluations, audits, effectiveness measurements and documentation (Bornemark, 2018).The Swedish folk high school is a separate educational form in the Swedish education system whose purpose is to provide education and popular education and has not been affected to the same extent by the discourses of marketization and has still a great space of freedom when it comes to organizing, planning and conducting teaching. The folk high school is not regulated in the education act and is therefore not covered by nationally defined curricula and grades and are even given ample space to locally design courses, content and teaching methods, to determine the school's orientation and have the freedom to recruit and hire teachers (Arvidsson, Höghielm, Rubensson, & Svanberg Hård, 1988). The aesthetic courses at folk high schools do not have a statutory purpose to competence supply for the labour market or to prepare for higher artistic studies and thus the teachers have great freedom to shape the teaching's design and content without the obligation to document or grade the participants' achievements.This is a unique situation in the Swedish education system. But how do teachers shape and implement teaching without a nationally defined curriculum with course objectives as benchmarks for each course?The overall aim of the dissertation project is to create knowledge about and understanding of teaching at aesthetic courses in folk high schools by examine how this is being done. The teachers' experiences in a widely meaning, as well as the institutional autonomy of the education system and the assessment practitioners who are being certified, represent important aspects when it comes to create knowledge about the teaching at aesthetic courses in folk high schools.

    I draw on different forms of data such as observations of teachers, interviews with teachers and principals as well as material arrangements in form of text material such as course descriptions, marketing materials and evaluations. This data is analysed by using didactic questions such as what, how, when, why, which, for example, have been identified by Jank & Meyer (Jank & Meyer 1997, s 17f).

    The theoretical framework makes it possible to study the teacher's interpretation space in relation to a specific subject of teaching but also the principles of what is taught and how it should be unfold and also the teachers' perceptions of a subject of teaching and how it affects teaching. 

  • 372.
    Mufic, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Quality audit through school inspection in Swedish municipal adult education2019In: ESREA 9th Triennial European Research Conference, Adult education research and practice between the welfare state and neoliberalism, University of Belgrade, Serbia, September 19-22, 2019., 2019Conference paper (Refereed)
    Abstract [en]

    Throughout recent years, quality in adult education has become an increasingly important topic in Sweden. As a consequence of a rapidly changing society, many adults need to re-qualify their skills in order to be prepared for the labour market. Additionally, the intensive immigration flows require a well-developed adult education system. However, the Municipal Adult Education (hereby MAE) has over years been criticised for its inefficiency to satisfy individual’s need for more skills as well as to fulfil labour demands, (Bjursell, Chaib, Falkner, & Ludvigsson, 2015)not least in the media, where the topic is debated frequently (Lindgren, 2018; Suhonen, 2016).

    As an implication of the increased need for audits and quality controls in MAE, the Swedish School Inspectorate (hereby SSI), is auditing and inspecting schools, by order from the state. The SSI’s role in shaping of the quality concept is brought up since they interpret national policy in order to conduct their inspections. Since no previous studies have scrutinised school inspections in adult education in Sweden, the need for research that explores the still unchartered field is motivated (Segerholm & Hult, 2018). In this specific article, one of the SSI’s audits focusing on quality in MAE will be studied, therefore bringing up the question of how quality is enacted in different settings of MAE. 

    Thesample consists of observations of school inspectors’ interviews with school actors from six different municipals. The sample includes municipalities that organise MAE in different ways, ranging from organising it by themselves, to outsourcing it through tendering from private companies.In addition to the observed and recorded meetings between school inspectors and school actors, other forms of data such as the SSI’s official decisions and reports regarding the six municipalities are included in the sample as well. The empirical material has been transcribed and then coded and analysed. 

    Guided by the theoretical framework of policy enactment, three different dimensions of quality have been identified in the sample (Ball, 2012). The first dimension of quality focuses on the enrolment to the MAE where questions of how often students should be enrolled during the school year are emphasised. The second dimension regards questions of how the adult education is organised since it varies a lot between the municipalities. Some of the municipalities outsource the education and other municipalities organise it themselves. The third dimension that was identified concerns the way that courses are organised when it comes to distance teaching and classroom teaching and regards the implications for the different forms of course designs. Drawing from the different dimensions that were identified in the sample, it is argued that the question of quality in adult education often is left out in the conversation between the school inspectors and the school actors as much attention instead is drawn to questions that regard the requisites of the education. The result of the study can provide insights for how quality is enacted in different settings of MAE, and thus have significance for the discussion of adult education in the neoliberal era.  

  • 373.
    Mufic, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    School Inspection and Quality in Swedish Municipal Adult Education2019Conference paper (Refereed)
    Abstract [en]

    Quality audits, evaluations and follow-ups in education have become a global phenomenon, and while some argue that it is a consequence of the neo-liberal shift (Ball & Youdell, 2008), others contend that the quality debate existed even before the recent shift (Bergh, 2015). This is not to say that the discussion of what quality in education is and how it should be achieved is irrelevant. On the contrary, the quality issue needs to be scrutinised further since the field is still unchartered when it comes to Swedish municipality adult education (hereby MAE). 

    The need for MAE is steadily increasing, on the one hand as a consequence of the intensive immigration flows, and on the other hand as a consequence of a rapidly changing society where many adults need to re-qualify their skills in order to be prepared for the labour market. However, the MAE has over the years been criticised in media, both for its inefficiency to satisfy individuals’ need for more skills, teachers’ eligibility and so on (Lindgren, 2018; Suhonen, 2016) thus raising questions of its overall quality. 

    As an implication of the increased need for audits and quality controls in MAE, the Swedish School Inspectorate (hereby SSI), is auditing and inspecting schools, by commission from the state. The agency’s role in the shaping of the quality concept is actualised since they interpret national policy in order to conduct their inspections. Since no previous studies have scrutinised school inspections in adult education, the need for research that explores the still unchartered field is motivated (Segerholm & Hult, 2018). In this specific study, one of the SSI’s audit focusing on quality in MAE will be studied, therefore bringing up the question of how quality practices in MAE unfolds in different settings. Altogether, six different settings of school inspection have been studied. The settings consist of school inspectors’ interviews with school actors. The sample include municipalities that organizes MAE in different ways, ranging from organizing it by them self, to outsourcing it through tendering from private companies.

     I draw on different forms of data in each of the six settings, such as observations of the SSI’s quality audit, interviews with school inspectors and school actors as well as material arrangements in form of text material such as interview guides, quality matrixes, policy documents and so on. This data is analyzed drawing on a socio-material approach, namely practice theory (Schatzki, 2000, 2012) The theoretical framework makes it possible to study the different settings of school inspection as practices where both human agency and material arrangements in form of text materials are included.    

  • 374.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Inget klöver utan matematik: En studie av matematik i yrkesutbildning och yrkesliv2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to increase understanding of aspects that affect the relationship between vocational education students’ knowledge and knowledge needed in professional life. This is examining through different actors' perspectives on the professional needs of mathematics skills, mathematics teaching in vocational programs and the design of the national curriculum Gy11. The study is conducted in the upper secondary natural resources management program with focus on agricultural education and the agricultural profession. The empirical material consists of qualitative interviews with professional farmers, vocational teachers, mathematics teachers and students. The results of the empirical study have been analyzed in relation to the curriculum Gy11. Bernstein's curriculum theoretical perspective, and particularly the concepts educational codes and discourses, is used for the analysis, in some parts along with D'Ambrosio’s ethno mathematical perspective. The results show that good math skills are essential for the farming profession but in some cases there is a discursive gap between school mathematics teaching and the need for mathematical skills in professional life. Although the subject plan for mathematics is focusing on mathematics related to the profession students are trained for, the mathematics teaching is largely tied to a textbook with tasks unrelated to the students’ future profession. The organization of the teaching is controlled by a variety of frame factors that can concern time, group compositions and schedule, but also the teachers' view of knowledge. The national tests represent a significant frame factor which in many cases controls the teaching to a higher degree than what the content of the subject plan does. The weak connection to the students' professional orientation makes them unmotivated to learn mathematics because they have trouble seeing how they can use their knowledge in their future profession. Students also have difficulties in recontextualizing their mathematical skills from the school context in the professional life context, which among other things can reduce their employability.

  • 375.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Matematik från skola till arbetsliv2018In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 65-84Chapter in book (Other academic)
    Abstract [sv]

    Elever som går ett yrkesprogram i gymnasiet ska lära sig ett yrke och målet är att eleverna efter examen ska kunna börja arbeta direkt. En central del i att lära sig ett yrke är att förstå yrkets kultur, med traditioner, tumregler och terminologi. En annan del är att kunna utför yrkesspecifika arbetsuppgifter. Inom nästan alla yrken kräver arbetsuppgifter också att den yrkesarbetande har goda kunskaper inom svenska, matematik och engelska. I detta kapitel användas matematikämnet som exempel för att visa vilken betydelse undervisningens utformning inom de gymnasiegemensamma ämnena har, för elevers yrkeskunskaper och en lyckad övergång mellan skola och arbetsliv. Kapitlet bygger på forskning som handlar om relationen mellan matematikundervisning i yrkesutbildning och matematikanvändning i yrkeslivet.

  • 376.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Matematik för yrkeskunnande2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, p. 155-172Chapter in book (Other academic)
  • 377.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Frejd, Peter
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
    Elevers erfarenheter kring ett projekt om matematik med yrkesinriktning.2018In: Perspectives on professional development of  mathematics teachers: Proceedings of Madif 11 / [ed] Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande, Linköping: SMDF , 2018, p. 161-170Conference paper (Refereed)
    Abstract [sv]

    Forskning visar att elever har svårigheter att rekontextualisera sina matematikkun- skaper från skolkontexten till yrkeslivskontexten om matematikundervisningen saknar koppling till yrkeslivet. I artikeln analyseras, utifrån Bernsteins teorier, intervjuer med elever på tre yrkesprogram som deltagit i en interventionsstudie med målet att knyta matematiken närmare elevernas yrkesinriktning. Resultaten tyder på matema- tikämnet har en stark klassifikation och inramning som är svår att förändra, men om klassifikation och inramning förändras mot ett mer ämnesintegrerat arbetssätt verkar elevernas förmåga att rekontextualisera sina matematikkunskaper förbättras. Undervisningsmiljö och användandet av autentiska problem diskuteras som centrala faktorer för att detta ska ske.

  • 378.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lundberg, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Matematik på yrkesprogram - ur ett didaktiskt perspektiv2015Other (Other academic)
    Abstract [sv]

    Sedan 1990-talet läser alla elever som går i den svenska gymnasieskolan minst 100 poäng matematik under sin gymnasieutbildning oavsett om det handlar om en yrkesutbildning eller e n studieförberedande utbildning. Att det sedan 1990-talet är obligatoriskt för yrkeselever att läsa matematik, tyder på att det anses viktigt med matematikkunskaper. För fördjupning om utvecklingen av matematik på yrkesprogram se fördjupningsmaterial: Matematik i yrkesutbildning – en historisk överblick. Varför är det då viktigt med goda matematikkunskaper för yrkeselever och hur kan matematikundervisningen på yrkesprogram organiseras så att eleverna får goda matematikkunskaper? Vad behöver eleverna lära sig och vilket syfte har matematikundervisningen? Dessa frågor är centrala för matematikundervisningen på yrkesprogram och är något som kan behöva diskuteras, delvis på grund av ämnesplanernas utformning för matematikämnet, men främst för att många branscher idag kräver goda matematikkunskaper. Frågorna o van benämns ibland som didaktiska frågor. I denna text diskuteras matematikundervisning på yrkesprogram med utgångspunkt i didaktiska frågor som rör matematikundervisningens syfte, innehåll och organisering. Innehållet i texten är delvis hämtat från Muhrman ( 2016 ) doktors avhandling.  

  • 379.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lundberg, Anna, L., V.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dypbukt, Wenche
    Matematikksenteret, Trondheim, Norge.
    Jens Arne, Meistad
    Matematikksenteret, Trondheim, Norge.
    Aina, Fardal
    Horten vgs skole Norge, Horten, Norge.
    Liebich, Rolf
    Dag Vassbotn.
    Ödmark, Krister
    Umeå universitet, Umeå, Sverige.
    Popov, Oleg
    Umeå universitet, Umeå, Sverige.
    Dahlberg, Johan
    Erik Dahlbergsgymnasiet, Jönköping, Sverige.
    Uppgiftsbanken: Gymnasieskola, modul: Undervisa matematik på yrkesprogram2015Other (Other academic)
    Abstract [sv]

    Denna uppgiftsbank innehåller uppgifter med varierat innehåll och svårighetsgrad. Uppgifterna är av varierande karaktär och uppfyller i olika grad kriterierna från checklistan i texten ”Att konstruera matematikuppgifter på yrkesprogram”. Uppgifterna kan användas i undervisningen eller fungera som ett diskussionsunderlag vid utveckling av infärgade uppgifter. Studera gärna uppgifterna tillsammans med yrkeslärare.

    Till uppgifterna finns stöd för hur man kan planera och arbeta med uppgifterna i klassrummet. Det finns kopplingar till centralt innehåll i Matematik 1a, yrkesämnenas centrala innehåll och examensmålen för yrkesprogrammen. Eftersom kurserna i yrkesämnena läggs ut lokalt finns det ingen samstämmighet i vilken ordning och under vilken termin de läses på olika skolor. Det kan därför vara så att det centrala innehåll i yrkesämnena inte är aktuellt just då men det kan ändå vara bra för eleverna att känna till det. Till några av uppgifterna ges för slag på hur man kan variera eller utveckla dem. I modulen Undervisa matematik på yrkesprogram del 5: Modellering och problemlösning finns några förslag på hur uppgifterna kan göras till Fermiproblem.

    I Skolverkets bedömningsportal finns uppgifter för yrkesprogram. En del av uppgifterna är lösenordsskyddade. För att komma åt det skyddade materialet behövs inloggningsuppgifter och behörighet till ämnet eller kursen. Information om hur du som lärare får inloggningsuppgifter har skickats till rektorn på din skola. Du hittar bedömningsportalen här: https://bp.skolverket.se/.

  • 380.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordmark, Sofia
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Från individ till verksamhetsutveckling – för att minska skolavhopp: Slutrapport från utvärderingen av #jagmed2018Report (Other academic)
    Abstract [no]

    Följande slutrapport redovisar resultaten från utvärderingen av mål, resultat och effekter i projektet #jagmed. Vi som har haft i uppdrag att göra utvärderingen är universitetslektor Sofia Nordmark, Institutionen för samhälls- och välfärdsstudier, universitetslektor Karolina Muhrman och universitetslektor Sofia Nyström (projektledare), Institutionen för beteendevetenskap och lärande, vid Linköpings universitet. Inom ramen för utvärderingsuppdraget har tidigare en uppstartsrapport och en halvtidsrapport presenterat tillvägagångssätt och processer i #jagmed (Nordmark & Nyström, 2017) och en halvtidsrapport (Muhrman, Nordmark & Nyström, 2017).

    Utvärderingsarbetet inleddes 2016 med inläsning av projektdokument, planer och program. Därefter utvecklades designen för utvärderingen genom urval och precisering av frågeställningar. Kontakter etablerades med läns- och delprojekt och en första datainsamling i form interaktiva workshopar på länsnivå, samt en omgång med intervjuer i de fem projekt som valts ut för fördjupningsstudier genomfördes. Under 2017 genomfördes en enkätundersökning för samtliga projektmedarbetare, en andra omgång av interaktiva workshopar på länsnivå samt två omgångar med intervjuer av projektledare och projektmedarbetare, i de fem fördjupningsprojekten. Under våren 2018 genomfördes en andra enkätundersökning, en tredje omgång med workshopar på länsnivå, ytterligare en intervjuomgång med fördjupningsprojekten samt avslutande intervjuer med de regionala projektledarna. I denna rapport presenteras utvärderingens sammantagna resultat.

    Rapporten inleds med en beskrivning av utvärderingsuppdragets syfte och frågeställningar. Därefter följer en bakgrundsöversikt till #jagmed-projektet, samt tidigare forskning och litteratur kring studieavbrott, skolavhopp, organisering av insatser för att motverka studieavbrott och organisering av utvecklingsprojekt. I rapportens tredje del presenteras de metoder och tillvägagångssätt som har använts för utvärderingen samt en tidsaxel över utvärderingens datainsamling. Vi beskriver också hur återkoppling av resultat har skett under utvärderingen samt vilka avstämningspunkter som har skett med uppdragsgivare och lokala projekt. Därefter följer ett avsnitt där resultat och analys av det insamlade materialet presenteras utifrån syftet med utvärderingen. Avslutningsvis diskuteras resultat och effekter av #jagmed och några avslutande slutsatser kring vad som varit framgångsfaktorer och hinder för projektens arbete.

  • 381.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordmark, Sofia
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halvtidsrapport: - diskussion kring projektens arbete, resultat och effekter vid halvtid2017Report (Other academic)
    Abstract [sv]

    Följande halvtidsrapport syftar till att redogöra för hur arbetet går med projekten inom #jagmed, samt att utvärdera och diskutera de mål, resultat och effekter som har uppnåtts i projekten så här långt. Denna rapport bygger till vissa delar på den uppstartsrapport som Nordmark och Nyström levererade i januari 2017. Vi som har i uppdrag att utvärdera projektet #jagmed är universitetslektor Sofia Nordmark, Institutionen för samhälls- och välfärdsstudier, universitetslektor Karolina Muhrman och universitetslektor Sofia Nyström (projektledare), Institutionen för beteendevetenskap och lärande, vid Linköpings universitet.

    Under hösten 2016 har utvärderingsarbetet främst bestått av inläsning av projektdokument, planer och program, att utveckla designen för utvärderingen genom urval och preciserade frågeställningar, att etablera kontakter med läns- och delprojekt samt att genomföra en första datainsamling i form av en runda med interaktiva workshopar på länsnivå, samt en omgång med intervjuer i de utvalda fördjupningsprojekten. Under våren 2017 genomfördes en enkätundersökning för samtliga projektmedarbetare, samt en andra omgång med intervjuer av projektledare och projektmedarbetare, i de fem projekt som valts ut för fördjupningsstudier. Under hösten 2017 har utvärderingsarbetet bestått av en andra omgång av interaktiva workshopar på länsnivå, samt en tredje omgång med intervjuer i de fem fördjupningsprojekten.

    Rapporten inleds med en beskrivning av utvärderingsuppdragets syfte och frågeställningar. Därefter följer en kort beskrivning av utvärderarnas arbete med bakgrundsöversikten till #jagmed-projektet, samt tidigare forskning och litteratur kring studieavbrott, skolavhopp, organisering av insatser för att motverka studieavbrott och organisering av utvecklingsprojekt. I rapportens tredje del presenteras val av metoder, tillvägagångssätt och en tidsplan för utvärderingens datainsamling, plan för återkoppling av resultat och avstämningspunkter med uppdragsgivare och lokala projekt. Därefter följer ett avsnitt där resultat presenteras utifrån syftet med utvärderingen. I den sista delen avslutas rapporten ed en diskussion kring resultat och effekter, samt avslutande rekommendationer.

  • 382.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hur man ökar elevers motivation för matematik2015Other (Other academic)
    Abstract [sv]

    I denna text diskuteras motivationsfaktorer i relation till lärande i matematik med hjälp av självbestämmande teorin. Syftet med texten är att diskutera motivationsfaktorer för att identifiera konkreta komponenter, som styr motivation en för elever på yrkesprogram.

    Innehållet i texten är delvis hämtat från Muhrman (2016) doktorsavhandling.

  • 383.
    Muhrman, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Motivation för matematik2018Other (Other academic)
    Abstract [sv]

    Utifrån en kort definition av vad som menas med motivation beskrivs i texten olika motivationsfaktorer som visat sig ha betydelse för elevers lärande i matematik. Undervisningens utformning, uppgifters utformning samt lärarens inverkan och det totala studieklimatet är några exempel på faktorer som påverkar elevers motivation för att lära sig matematik.

  • 384.
    Mutwarasibo, Faustin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Understanding Group-based Learning in an Academic Context: Rwandan Students’ Reflections on Collaborative Writing and Peer Assessment2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overarching aim of the present thesis is to gain knowledge about how Rwandan university students understand and practice group-based learning. Specifically, this research takes a social constructivist perspective when examining how second year students within the area of Modern Languages reflect on collaborative writing and peer assessment as means to promote academic writing and active learning. Four studies make up this research. Thus, Study I examines how students carry out self-directed group work in writing. Study II investigates how instructor-guided writing groups can help promote students’ collaborative learning. Study III explores in what ways process writing as instruction method can help develop students’ academic writing abilities and Study IV focuses on how students experience peer assessment and peer feedback on group writing. The data, which are qualitative, were collected by means of interviews carried out with groups of students. The findings show that students perceive and conduct group-based learning in different ways, which can impact the quality of their learning. Also, based on initial support and guidance from the course instructor, most students acknowledged having been able to take stock of their common writing abilities and understand in what ways peer assessment and peer feedback can help them improve, and thus enrich their learning. A few students considered the common writing process time consuming though. In conclusion, some strategies are suggested to further improve group-based learning.

  • 385.
    Mutwarasibo, Faustin
    et al.
    National University of Rwanda, Rwanda.
    Canisius Ruterana, Pierre
    National University of Rwanda, Rwanda.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda2014In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 33, no 5, p. 962-977Article in journal (Refereed)
    Abstract [en]

    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.

  • 386.
    Mårtensson, Åsa
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Handledare och handledning: gymnasial yrkesutbildning på förskola2014Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    denna licentiatuppsats presenteras en kvalitativ studie om handledning för yrkeslärande och yrkesutbildning på arbetsplatsen. Syftet med studien har varit att identifiera hur handledare för elever från gymnasieskolans Barn- och fritidsprogram beskriver att de handleder och agerar för att eleverna ska komma in i förskolans praktikgemenskap. Studien utgår från ett sociokulturellt perspektiv och det empiriska materialet består av semistrukturerade intervjuer med handledare på förskolan. Studien visar att handledning kan gå till på olika sätt och att de sätt handledaren väljer att agera på får konsekvenser för både praktikgemenskapen och eleven. Studien kan även ses bidra till att föra arbetsplatsen och gymnasieskolan närmare varandra genom att uppmärksamma de handledare som är satta att genomföra den mest yrkesnära delen av utbildningen – elevernas arbetsplatsförlagda tid – och bidra till en ökad förståelse för handledningens möjligheter och konsekvenser för alla gymnasieskolans yrkesutbildningar.

  • 387.
    Mårtensson, Åsa
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Swedish vocational education and training teachers’ role in work with WBL2019In: Pedagogical concerns and market demands in VET.: Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) / [ed] F. Marhuenda & MJ. Chisvert-Tarazona, Valencia: European Research Network of Vocational Education and Training (VETNET) , 2019, p. 337-341Conference paper (Refereed)
    Abstract [en]

    VET teachers play a key role in introducing and connecting students to learning environments of specific workplaces, and in helping students to consolidate learning in schools with learning in the workplace. Therefore, the aim of this paper is to describe and analyze the role played by VET teachers in their work with the students’ work-based learning (WBL). The empirical study builds on cases from three of the twelve national vocational programmes in Sweden: Building and Construction, Child and Recreation, and Handicraft. The study consists of 15 interviews with teachers from these programmes. The result shows that depending on to what extent the school or the physical classroom has similarities to the workplace, the VET teacher uses examples from the workplace differently in his or her teaching. The analysis shows two different enactments in how VET teachers talk about creating continuity between school and work.

  • 388.
    Mårtensson, Åsa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tid för handledning2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg & Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, p. 125-138Chapter in book (Refereed)
    Abstract [sv]

    I gymnasial yrkesutbildning ingår arbetsplatsförlagt lärande som en del av utbildningen. Detta innebär att utbildningen under kortare eller längre perioder är förlagd till en arbetsplats, där yrkeseleven deltar och utvecklar sitt yrkeskunnande med stöd av en handledare som har sin anställning på denna arbetsplats. I detta kapitel diskuteras den handledning som äger rum i detta sammanhang, ur handledarens perspektiv. Kapitlet bygger på en studie där handledare på förskolor, som handleder elever från gymnasieskolans barn- och fritidsprogram, har intervjuats.

  • 389.
    Mårtensson, Åsa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work2019In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 9, no 1, p. 89-110Article in journal (Refereed)
    Abstract [en]

    A central part of Swedish vocational teachers’ work concerns their students’ work-based learning (WBL). The focus of this article is the character of the relational work carried out by teachers of vocational education and training (VET) concerning WBL. The qualitative study is based on 15 interviews with teachers on the upper-secondary level Child and Recreation, Building and Construction, and Handicraft programmes. The study is based on a situated learning perspective, and uses the concepts of community of practice, broker and boundary crossing. The findings highlight three central aspects of VET teachers’ relational work with WBL: recruiting workplaces for WBL, matchmaking between students and workplaces, and ‘firefighting’ to prevent and deal with problems that occur during WBL periods. The study contributes to the understanding of the work of VET teachers, as they cross the blurred boundaries between school and working life and strive to create a good learning environment for all students during WBL periods.

  • 390.
    Mårtensson, Åsa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Handledare på arbetsplatserna2018In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 155-171Chapter in book (Other academic)
    Abstract [sv]

    De handledare som yrkeselever möter under det arbetsplatsförlagda lärandet (apl) är viktiga för lärandets kvalitet på arbetsplatsen, och hur samarbetet mellan skolan och arbetsplatsen utvecklas. Kapitlet fokuserar på handledare på arbetsplatser och hur deras handledning stödjer elevers lärande på arbetsplatsen inom ramen för yrkesutbildning. Vi utgår från aktuell forskning kring handledning för att diskutera de didaktiska och pedagogiska överväganden som handledare kan behöva göra för att stödja elevers lärande under apl.

  • 391.
    Nealy, Marcellus
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    The Impact of Collectivist Self-Identity, Collectivist Social-Identity on Creative Self-Identity and Creative Self-Efficacy from a Japanese Context: Implications on Creativity Education2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    A quick search in Google Scholar for documents containing both keywords “Japan” and “collectivism” revealed 28,100 results. This fact alone is enough to support the notion that collectivism is a commonly reoccurring descriptive in discussions about Japanese society. This is also enough to give serious consideration to the impact of collectivism when thinking about the development of educational programs that foster the development of creativity. More specifically it raises the question: if some people within Japan believe in the collectivist nature of themselves and their society how does that belief influence creative self-identity and creative self–efficacy? Since creativity and innovation require the ability to think divergently, understanding the impact of the alleged pressure towards conformity on creativity should be a top priority. Furthermore, understanding this relationship becomes important when considering methodologies and potential barriers to learning in the creativity classroom or workshop. With this in mind, a questionnaire was given to 50 Japanese participants of various ages and backgrounds. Using open-ended questions and a Likert scale, the questionnaire examines the collectivist self-identity, the collectivist social-identity, creative self-identity, and creative self-efficacy. Through narrative qualitative analysis of the open-ended questions and quantitative analysis of the scaled questions the relationships between the four categories were examined to see if any influenced the others. From this study we can see that the quantitative data and the qualitative data both showed the similar findings. Within the group the majority did not identify as having a collectivist self-identity, the results on collectivist socialidentity were split down the middle, and a majority of the participants did identify with having a creative self-identity. It is also clear from both the qualitative and quantitative data that creative self-identity and creative self-efficacy are linked. It appears that if the person does not believe that he or she is a creative person then that same individual is very likely to believe they do not have the capacity to do creative things.

  • 392.
    Nicoll, Katherine
    et al.
    School of EducationStirling, University of Stirling, United Kingdom.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Akademin Utbildning, Hälsa och samhälle, Högskolan Dalarna.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Biesta, Gert
    Department of Education, Brunel University London, UK.
    Opening discourses of citizenship education: A theorization with Foucault2016In: Michel Foucault and education policy analysis / [ed] Stephen J. Ball, Routledge, 2016, 1, p. 96-114Chapter in book (Refereed)
    Abstract [en]

    We argue two major difficulties in current discourses of citizenship education.The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the ‘contemporary limits of the necessary’, drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement.

  • 393.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Stockholms Universitet.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Biesta, Gert
    University of Luxembourg.
    Opening discourses of citizenship education: a theorization with Foucault2013In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 28, no 6, p. 828-846Article in journal (Refereed)
    Abstract [en]

    We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement.

  • 394.
    Nilsson, Staffan
    et al.
    Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult learning, education, and the labour market in the employability regime2013In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 4, no 2, p. 171-187Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to draw on the research and scholarly literature to explore the changing discourses and perspectives concerning adult learning, education, and the labour market in the employability regime. The focus of the nalysis is a Nordic context. The dominant employability regime maintains a technical-rational perspective on learning and employability. Education is predominantly regarded as an instrumental preparation for the labour market. The future demands of the labour market are largely unknown, however, and vocational and professional training may not provide sufficient preparation for the increasing complexities of work. Theoretical discussions have been dominated by an alleged mismatch between individual competence and the qualifications that are required in the world of work. There is no consensus regarding how the gap should be described, explained, or bridged. New demands on educational design have emerged, and ideas related to liberal education and ‘bildung’ have been reinserted into the political agenda, offering general preparation for a wider array of challenges.

  • 395.
    Nordmark, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kortsiktighet eller varaktighet: En intervjustudie kring deltagares upplevelser av sin medverkan i ”Kompetensväxeln” och deras fortsatta arbete2013Report (Other academic)
    Abstract [sv]

    Under de senaste årtionden har det både i forskning och i praktik varit ett ökat fokus på lärande i arbete (e.g. Boud & Garrick, 1999). Det ökade intresset för lärande i arbetslivet kan bland annat förklaras med stora förändringar på arbetsmarknaden där innovationer, utveckling av ny kunskap och ökad konkurrens ställer ökade krav på organisationer att vara flexibla när det gäller vilken kunskap och kompetens som finns hos de anställda i organisationen (Brown, Hesketh &Williams, 2003; Nilsson & Ellström, 2011). Förändringar på samhällsnivå samspelar med och påverkar organisationers behov av kompetens och lärande i relation till sin verksamhet. Ytterligare en utmaning för organisationer inom offentlig sektor är att allt fler verksamheter blivit eller organiseras som om de vore konkurrensutsatta. Denna utveckling innebär att medarbetarnas kompetens på ett tydligare sätt utgör en av organisationens konkurrensfördelar som behövs för att säkerställa att organisationen är effektiv i relation till dess begränsade resurser och kan möta kunders eller brukares förväntningar på ett bättre sätt än konkurrenterna (Almqvist, 2004). Sveriges kommuner och landsting (SKL) poängterar att kompetensförsörjningsfrågorna har fått stor uppmärksamhet och att många kommuner har svårigheter med att förse sina verksamheter med kompetent arbetskraft (Östlund, 2012). Kompetensväxeln kan ses som ett projekt som tillkommit mot bakgrund av dessa utmaningar som ett sätt att genom olika aktiviteter och samarbetsformer bidra till att kommunerna klarar av att möta generationsväxling av personal och fortsätta att erbjuda högkvalitativa välfärdstjänster av kunniga och motiverade  medarbetare och chefer (Jonsson, 2012).

  • 396.
    Nordmark, Sofia
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Väntade och oväntade effekter av en kompetensutvecklingssatsning: En intervjustudie kring implementeringen av Kompetensväxeln2015Report (Other academic)
  • 397.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    ABF och det partipolitiska folkbildningsarbetets samtida funktioner2013In: Bildning och demokrati: nya vägar i det svenska folkbildningslandskapet / [ed] Bjurström, Erling & Harding, Tobias, Stockholm: Carlsson Bokförlag, 2013, 1, p. 223-255Chapter in book (Other academic)
    Abstract [sv]

    Hur bildning och demokrati förhåller sig till varandra i dagens folkbildningsarbete utgör själva hjärtpunkten i denna antologi. Redan under 1800-talet vävdes dåtida moderna idéer om bildning och demokrati samman här i landet – och blev en folklig angeläget i samband med att folkbildningsrörelsen då växte fram. I förlängningen kan man säga att den allmänna rösträtten infördes. Därefter var bildning och demokrati något av en byggsten i samhället. Idag är dock situationen en annan – samhället är något annat. Olika yttringar av elitistiska och egalitära synsätt finns, tekniken betyder konsekvenser. I fem kapitel tar forskarna/skribenterna upp 1. Bildning  och demokrati, 2. Föreningslivet och demokratin, 3. I folkbildningens gränsland, 4. ABF och det partipolitiska folkbildningsarbetets funktioner samt 5. Bildning och demokrati i omvandling.

  • 398.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att bilda ett folk2013In: Nyttan med folklig bildning: en studie av kapitalformer i folkbildande verk / [ed] Bernt Gustavsson & Matilda Wiklund, Lund: Nordic Academic Press, 2013, 1, p. 34-61Chapter in book (Other academic)
    Abstract [sv]

    De starkaste drivkrafterna bakom utbildningssatsningar har under senare årtionden varit snäva perspektiv av ekonomisk vinning – för staten och för den enskilde. Men begreppet ”bildning” innebär en utveckling av mänskliga förmågor bortom böcker och klassisk kunskapsteori. ”Nytta” är något mer än endast krass ekonomisk avkastning och ”folk” är något annat, större än summan av en nations medborgare.

    Idag växer dock nya, mindre traditionella synsätt fram på syftet med och effekterna av folklig bildning, såväl i Sverige som runtom i världen. I Nyttan med folklig bildning vidgar författarna förståelsen av sambanden mellan bildning och nytta genom att utgå från hur socialt, kulturellt och teknologiskt kapital påverkar det ekonomiska kapitalet. Vad händer med människor som deltar i studiecirklar och kurser på folkhögskolor? Hur påverkas deras hälsa och hur speglas sådana verksamheter i massmedia?

    Boken bygger på ett antal studier av hur olika former av kapital växer till i studieförbund och på folkhögskolor. Texterna är skrivna av forskare från olika discipliner som samarbetat kring ämnet över en längre tid som ett gemensamt forskningsprojekt. Boken ger central förståelse av samtida folkbildning och dess villkor.

  • 399.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Det radikala medvetandegörandet: en snårig väg med fallgropar2013In: Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik / [ed] Lisbeth Eriksson, Staffan Larsson, Martin Lundberg, Henrik Nordvall, Linköping: Linköping University Electronic Press, 2013, 1, p. 85-96Chapter in book (Other academic)
    Abstract [sv]

    Denna bok är skriven av en grupp forskare, som på olika sätt studerat olika aspekter av folkbildning. I sitt arbete har var och en blivit förtrogen med de begrepp och företeelser, som vi här riktar ljuset på. Via ett anslag från Vetenskapsrådets Utbildningsvetenskapliga kommitté har vi kunnat samlas kring ett gemensamt tema, som vi valt att kalla mobiliseringsdidaktik. Begreppet är knappast etablerat, men vi har funnit att didaktikens frågor kan vara fruktbara även i ett sådant här sammanhang - den slags folkbildning, som siktar på samhällsförändring. Projektet utgör även ett försök att se didaktiska val som dilemman. Boken har tagit formen av en antologi, där varje författare svarar för de empiriska fall som de studerat och de begreppsliga resonemang, som präglat deras perspektiv. På så sätt uppstår en variation i tänkande inom ramen för det gemensamma: didaktik, design och dilemma. 

  • 400.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Global dissemination and utilization of Nordic popular education ideas2015Conference paper (Other academic)
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