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Learning to play the seminar game: Some students’ initial encounter with a basic working form in higher education
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5066-8728
2005 (English)In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 10, no 1, 29-41 p.Article in journal (Refereed) Published
Abstract [en]

This paper investigates students' initial encounters with the seminar as a working form in higher education. The main interest was to explore how the communication pattern, the aim of the seminar and meaning were negotiated. The results originate from an ethnographic field study where we followed a group of students in a Masters program in Social Science during their first five weeks. Data were analyzed from a socio-cultural perspective and the concepts of participation and reification. We found that there was an implicit negotiation of the communication pattern, what to discuss and the function of the seminar. In these processes, the students and teacher participated in the negotiation of meaning. Different objects were created through a reification process, around which the negotiation of meaning took place.

Place, publisher, year, edition, pages
2005. Vol. 10, no 1, 29-41 p.
Keyword [en]
Higher education, Seminar, Socio-cultural theory
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-12550DOI: 10.1080/1356251052000305516OAI: oai:DiVA.org:liu-12550DiVA: diva2:1687
Note
Original publication: Andreas Fejes, Kristina Johansson and Madeleine Abrandt Dahlgren, Learning to play the seminar game: Some students’ initial encounter with a basic working form in higher education, 2005, Teaching in Higher Education, (10), 1, 29-41. Copyright © Taylor & Francis Group, an informa business Available from: 2008-09-15 Created: 2008-09-15 Last updated: 2017-12-14
In thesis
1. Broad Entrance - Vague Exit: The trajectory of Political Science students through higher education into working life
Open this publication in new window or tab >>Broad Entrance - Vague Exit: The trajectory of Political Science students through higher education into working life
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to describe Political Science students’ experiences of studies and work life. Students’ reflections on their study situation as well as their envisaged and later experienced work life have been analysed through cross-sectional as well as longitudinal data. Central research questions are how students at the beginning and the end of their studies perceive their study program, how the communication patterns between teacher and students are negotiated, and what discourses of knowledge and competence operate in the program and in work life as well as how students of Political Science experience the transition from higher education to working life at two Euro-pean universities, and how Political science students and students in two professional programmes experience the transition from higher education to work life. The empiri-cal studies are presented in four articles. Ethnography, phenomenography and dis-course analysis have been applied. The results show that students embark on the pro-gram with dreams of being in the halls of power in Brussels or becoming famous by appearing in the media. They are, however, also driven by a Bildung incentive. Towards the end of their studies, more down-to-earth visions of the future as investigators have replaced their previous dreams. Another result is the ongoing negotiations about their role and the purpose of e.g. seminars, which convey double messages about what to say and when to contribute. They also report a rational and generic relationship between their studies and the work tasks, indicating that they have acquired a set of general skills that are helpful for them in their work. When moving from studies into work life, they report having a feeling of being squeezed between the politicians and the general public. Surprisingly, few of them regard themselves as having power in the decision-making arena.

Keywords: Higher education, Work life, Trajectories of learning, National comparisons,

Abstract [sv]

Syftet med avhandlingen är att beskriva studenter inom statsvetenskap och deras resa genom akademin ut i arbetslivet. Genom att undersöka studenternas reflektioner och tankar kring sin studiesituation och hur de ser på sitt kommande arbete genom att an-vända en undersökningsdesign som består av en tvärsnittsstudie och en longitudinell studie. Med utgångspunkt i syftet har ett antal forskningsfrågor formulerats; Hur upp-fattas utbildningen av studenter i början och slutet av sina studier? Vilka diskurser kring kunskap och kompetens återfinns i studieprogrammen? Vilka diskurser kring kunskap och kompetens återfinns i arbetslivet? Hur upplever studenter i statsveten-skap vid två europeiska universitet övergången mellan akademi och arbetsliv? Hur upp-lever studenter i statsvetenskap och studenter från två professionsutbildningar över-gången mellan akademi och arbetsliv? De empiriska studierna rapporteras i fyra upp-satser. Etnografi, fenomenografi och diskursanalys är de metoder som använts vid ana-lyserna av empiriska data.

Många studenter väljer att läsa statsvetenskap på grund av ett allmän- bildningsin-tresse, de uttrycker också drömmen om att få arbeta i maktens korridorer eller bli kän-da som experter i media. I slutet av sin utbildning infinner sig snarare en bild av en framtida roll som utredare. Eftersom studier i statsvetenskap har en rationell karaktär med fokus på generiska färdigheter är detta inte särskilt förvånande. En grupp studen-ter som följdes under sina första fem veckor i en seminarieserie fick dubbla signaler rörande sin roll vid seminarier. Relationen mellan utbildning och arbete beskrivs som i första hand rationell och generisk, dvs de har förvärvat allmänna färdigheter som är dem till stor hjälp i arbetet. När de som nya på arbetsmarknaden talar om sin identitet, framgår att de beskriver sig som klämda från två håll i sin roll som förmedlare mellan allmänheten och makthavarna. Förvånansvärt få anser att de har någon reell makt när det gäller beslutsfattande.

Nyckelord: Högre utbildning, arbetsliv, lärande, identitet, nationella jämförelser, inter-nationella jämförelser, nybörjare, erfarna studenter, professionella noviser.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2007. 60 + appendices 1-3 p.
Series
Linköping Studies in Education and Psychology, ISSN 1102-7517 ; 116
Keyword
Higher Education, Work life, Trajectories of learning, National comparisons, International comparisons, Junior and senior students, Novice professionals, Högre utbildning, Arbetsliv, Lärande, Identitet, Nationella jämförelser, Internationella jämförelser, Nybörjare, Erfarna studenter, Professionella noviser
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-9326 (URN)978-91-85831-86-9 (ISBN)
Public defence
2007-06-01, Sal 101, Hus I, Campus Valla, Linköpings universitet, Linköping, 14:00 (English)
Opponent
Supervisors
Available from: 2007-07-03 Created: 2007-07-03 Last updated: 2014-10-07Bibliographically approved

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Fejes, AndreasJohansson, Kristina Abrandt Dahlgren, Madeleine

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