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Mellan skilda världar: En studie av doktoranders lärsituation i relation till förutsättningarna i fyra företagsforskarskolor
Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
2007 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Between Different Worlds : A study of the conditions for doctoral students' learning in four industrial research schools (English)
Abstract [sv]

Företagsforskarskolor syftar till att kunskaps- och kompetensnivån i näringslivet skall höjas och högskolan tillföras kunskap och erfarenheter från näringslivet. Detta är tänkt att ske genom en utvidgad handledning, bestående av både en akademisk handledare och en industrihandledare, vidare ett avhandlingsprojekt som är av intresse för företaget och dessutom genom att företagsdoktoranderna parallellt med sin utbildning till viss del arbetar inom ett företag.

Doktorsavhandlingens övergripande syfte är att, genom empiriska undersökningar, få insikt i och förståelse för företagsdoktoranders situation, i vilken handledningen är en central del. Avhandlingens mer specifika syften är att beskriva doktorandernas perspektiv, upplevelser och erfarenheter av sitt deltagande i olika praktiker, parallellt med sin identitetsutveckling till forskare inom ramen för forskarutbildningsprocessen. Av särskilt intresse är att undersöka och belysa de i undersökningarna identifierade framgångsfaktorerna och hindren i termer av förutsättningar samt behov av anpassning till företagsdoktoranders särskilda situation, där samarbetet inom handledningen är en faktor.

För att uppnå dessa syften intervjuades år 2001 och år 2004 ett anta  doktorander antagna till fyra olika företagsforskarskolor och några av deras handledare. Stora variationer beroende på företagsmiljö och forskarskoletillhörighet framkommer när det gäller upplevelserna av att vara företagsdoktorand. Detsamma gäller doktorandernas identifikation och deltagande, som resulterar i olika lärsystem med avseende på både dimension och karaktär. Även handledarsamarbetet kring doktoranden varierar och olika handledarkaraktärer framträder.

De stora variationerna beror på faktorer som kan hänföras till företagsmiljön, doktorandernas inträde i forskarskolan, avhandlingsprojektet, forskarskoleorganisationen, handledningen och doktorandernas förväntningar inför framtiden. De flesta av dessa faktorer, liksom lärsystemens olika utformning, synliggörs med hjälp av teorier och begrepp inom situerat lärande. Det gör däremot inte de påverkansfaktorer som identifieras och som kan relateras antingen till övergripande strukturer och makt eller till motsättningar mellan olika kunskapsbildningsformer och verksamhets- och lärandelogiker.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press , 2007. , 104 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 121
Keyword [en]
Doctoral studies, research school, industrial research school, doctoral student, industrial doctoral student
Keyword [sv]
Forskarutbildning, forskarskolor, företagsforskarskolor, doktorander, företagsdoktorander, industridoktorander
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-15961ISBN: 978-91-85895-69-4 (print)OAI: oai:DiVA.org:liu-15961DiVA: diva2:132431
Public defence
2007-12-14, Key 1, Hus Key, Campus Valla, Linköpings universitet, Linköping, 10:00 (Swedish)
Supervisors
Available from: 2008-12-18 Created: 2008-12-18 Last updated: 2014-09-15Bibliographically approved
List of papers
1. The Industry Doctoral Student: An educational challenge for academia and industry
Open this publication in new window or tab >>The Industry Doctoral Student: An educational challenge for academia and industry
2004 (English)In: Creative Knowledge Environments: the influences on creativity in research and innovation / [ed] Sven Hemlin, Carl Martin Allwood, Ben R. Martin, Cheltenham: Edward Elgar Publishing Ltd , 2004, 104-125 p.Chapter in book (Other academic)
Abstract [en]

Although there is an ever increasing demand for new technology and innovations in the economy and society in general, we currently know little about the conditions for stimulating creativity in relation to research and innovative activity. This book fills a significant gap in the literature by examining the environmental factors that encourage creative working processes for research and innovation. Uniquely, the book investigates creative environments rather than creative individuals which has been the traditional focus of most previous research. The authors first explain what a creative knowledge environment (CKE) is and then examine the phenomenon in a number of case-studies at the micro, meso and macro-levels. By analysing the conditions and mechanisms conducive to creativity in both private and public institutions, they are able to identify which work environments appear to best stimulate the creation of knowledge. They combine and integrate the previously rather disparate literature on creativity and innovation, and summarise what we know about creativity on the basis of current research in a range of disciplines. They also link their findings to contemporary debates about the knowledge society, the knowledge economy and knowledge management, and address relevant issues in science and technology policy relating to knowledge production and exploitation. The concluding chapter summarises what we now know about CKEs and how best to stimulate them, including a discussion of the policy implications and an agenda for future research. Academics and researchers in the fields of science and technology policy, innovation management and business will welcome this original and insightful book. It will also be a useful reference for policymakers involved in knowledge management, and practitioners in R&D departments, universities and knowledge-intensive business sectors.

Place, publisher, year, edition, pages
Cheltenham: Edward Elgar Publishing Ltd, 2004
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-15957 (URN)1-84376-518-7 (ISBN)
Available from: 2008-12-18 Created: 2008-12-18 Last updated: 2013-10-30Bibliographically approved
2. Doctoral education as social practice for knowledge development: Conditions and demands encountered by Industry PhD students
Open this publication in new window or tab >>Doctoral education as social practice for knowledge development: Conditions and demands encountered by Industry PhD students
2005 (English)In: Industry & Higher Education, ISSN 0950-4222, Vol. 19, no 6, 433-443 p.Article in journal (Refereed) Published
Abstract [en]

This article reports on an empirical study of industry PhD students in the Swedish Graduate School for Applied IT and Software Engineering. The students were questioned in semi-structured interviews about their experiences of sharing their postgraduate studies between industrial and academic environments. The results from the first analysis indicate that there are considerable differences between companies in terms of their traditions and their propensity to take part in joint knowledge development with universities. Three types of company environment were identified in this context: (a) research-intense, (b) engineering and (c) consultancy. The focus of this study is on how the type of activity, the difference in time perspective between companies and universities, the competence of other company employees and the character of the thesis project affect the doctoral student’s situation,identity, support and participation in knowledge development.

Place, publisher, year, edition, pages
IP Publishing Ltd, 2005
Keyword
Postgraduate education, industry PhD students, knowledge formation, knowledge transfer, communities of practice
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-15958 (URN)
Note
Original Publication: Lillemor Wallgren and Lars-Ove Dahlgren, Doctoral education as social practice for knowledge development: Conditions and demands encountered by Industry PhD students, 2005, Industry & Higher Education, (19), 6, 433-443. Copyright 2005 IP Publishing Ltd. Reproduced by permission. http://www.ippublishing.com/ Available from: 2008-12-18 Created: 2008-12-18 Last updated: 2009-09-11
3. The Interaction of Academic and Industrial Supervisors in Graduate Education: An Investigation of Industrial Research Schools
Open this publication in new window or tab >>The Interaction of Academic and Industrial Supervisors in Graduate Education: An Investigation of Industrial Research Schools
2008 (English)In: Higher Education, ISSN 0018-1560, Vol. 56, no 1, 77-93 p.Article in journal (Refereed) Published
Abstract [en]

In this study we explore the work and the cooperation of academic and industrial supervisors concerning single graduate students in so called industrial research schools, which are financially supported by a national research foundation and involve universities and industrial enterprises. Academic and industrial supervisors of totally eleven graduate students have been interviewed with focus on their cooperation. This cooperation entails negotiating the contract and monitoring the progress of the research project and the student. When students have problems this cooperation is particularly important. The places new demands on both the academic and industrial supervisors. In our study these demands were dealt with differently by different academic supervisors, depending whether their main orientation was towards industrial projects or traditional academic research. The way the industrial supervisors dealt with the new demands depended on their previous acquaintance with academic research, basically whether they had a doctoral degree or not. Another important finding was that academic knowledge had a strong position while the supervisors from the industry accepted a minor role. The main findings of the study are that industrial graduate students often require joint engagement in a way that differs from other forms of knowledge transfer between the academy and the industry. To explain the features of this type of knowledge transfer, we use the analytical concepts boundary subject and phronesis.

Place, publisher, year, edition, pages
Springer Netherlands, 2008
Keyword
Partnerships, Doctoral programmes, Funding, Graduate study, Graduate school faculty, Institutional cooperation, Technology transfer
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-15959 (URN)10.1007/s10734-007-9090-4 (DOI)
Note
The original publication is available at www.springerlink.com: Minna Salminen-Karlsson and Lillemor Wallgren, The Interaction of Academic and Industrial Supervisors in Graduate Education: An Investigation of Industrial Research Schools, 2008, Higher Education, (56), 1, 77-93. http://dx.doi.org/10.1007/s10734-007-9090-4 Copyright: Springer Science Business Media http://www.springerlink.com/ Available from: 2008-12-18 Created: 2008-12-18 Last updated: 2009-09-11
4. Industrial doctoral students as brokers between industry and academia: Factors affecting their trajectories, learning at the boundaries and identity development
Open this publication in new window or tab >>Industrial doctoral students as brokers between industry and academia: Factors affecting their trajectories, learning at the boundaries and identity development
2007 (English)In: Industry & higher education, ISSN 0950-4222, Vol. 21, no 3, 195-210 p.Article in journal (Refereed) Published
Abstract [en]

The authors look at the learning context for 23 industrial doctoral students and assess the prerequisites for the development of their identity as researchers. The students are located in three different industrial research schools - Management, Medical Bioinformatics and Building and Indoor Climate. The purpose of the study is to describe the students' total learning environment and to ascertain what factors influence, hinder or encourage their development within the doctoral education process. To achieve this, the authors use Lave and Wenger's situated learning theory, conceptual framework and, in particular, trajectory concept (Wenger 1998, 2000). By following the students' histories, participation and ways of belonging to different communities of practice, and their aspirations, huge variations in their learning trajectories can be documented. Six typical cases are elaborated in detail, with a specific focus on the students' participation in and belonging to the environments involved. The procedures for thesis project selection and supervision are two of the five factors scrutinized. However, the trajectory concept, while helpful in the investigation, had to be complemented. Other elements that needed scrutiny were the effects of differences in knowledge formation, unequal power relations and fluctuations in market requirements. Internal business reorganizations that change the company's focus, interests and personnel policies, and which in turn influence the students' progress and prospects, were also considered.

Place, publisher, year, edition, pages
IP Publishing Ltd, 2007
Keyword
Doctoral education; industrial doctoral students, industrial research schools, knowledge transfer, situated learning, learning trajectory
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-15960 (URN)
Note
Original Publication: Lillemor Wallgren and Lars Owe Dahlgren, Industrial doctoral students as brokers between industry and academia: Factors affecting their trajectories, learning at the boundaries and identity development, 2007, Industry & higher education, (21), 3, 195-210. Copyright 2007 IP Publishing Ltd. Reproduced by permission. http://www.ippublishing.com/ Available from: 2008-12-18 Created: 2008-12-18 Last updated: 2009-09-11

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