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  • 1.
    Abrahamsson, Kenneth
    et al.
    Department of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.
    Abrahamsson, LenaDepartment of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.Björkman, TorstenDepartment of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.Ellström, Per-ErikLinköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.Johansson, JanDepartment of Business Administration, Technology and Social Sciences, Human Work Science, Luleå univeristet.
    Utbildning, kompetens och arbete2002Collection (editor) (Other academic)
    Abstract [sv]

    Syftet med denna bok är att ge en översiktsbild av forskning om samspelet mellan utbildning, yrkesverksamhet och lärande. Avsikten är också att överbrygga klyftan mellan en i huvudsak utbildningsinriktad forskning och en forskning med tonvikt på lärande, utveckling och förändring. Fokus är kompetensförsörjningen till och inom arbetslivet. Uppmärksamhet ägnas även överutbildning och underlärande, dvs. den klassiska frågan om matchning mellan utbud och efterfrågan. Innehållet belyser även yrkesbegreppet och hur kvalifikationskraven ändras eller är stabila över tid i olika verksamheter samt villkoren för lärande på arbetsplatsen.

    Förutom en översikt av aktuell svensk forskning syftar boken till att skapa underlag för policyutveckling och konkreta insatser när det gäller villkoren för kompetensförsörjning och lärande i arbetslivet. Boken riktar sig till utbildningar i högskolan i allmänhet och lärarutbildningar i synnerhet med syfte att skapa ökad insikt om hur kunskap utvecklas och nyttiggörs i utbildning och arbetsliv. En annan målgrupp är politiker, utbildningsplanerare och företrädare för arbetsmarknadspolitik och arbetsmarknadens parter med intresse för hur utbildning, arbetsmarknad och välfärd utvecklas i Sverige.

  • 2.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, MariaLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Conference proceedings (editor) (Other academic)
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    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 3.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Professional practice, education and learning: A sociomaterial perspective2018In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 239-241Article in journal (Other academic)
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  • 4.
    Ahlberg, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Körkortsutbildning efter GDE-matrisen: Hur trafiklärare uppfattar sin pedagogiska roll2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kandidatuppsats undersöker hur trafiklärare uppfattar målen med Transportstyrelsens nya kursplan (2006) och hur de undervisar för att eleven ska nå målen i kursplanen.

    Studien är av explorativ karaktär och därför valdes en kvalitativ ansats med empiri i form av intervjudata. Sex trafiklärare intervjuades och materialet analyserades med meningskoncentrering och kategorisering.

    Den teoretiska referensramen bygger på Mezirows ”transformativa vuxenundervisning”, samt forskning inom kognitiv neuropsykologi.

    Resultatet visar att trafiklärarna i studien övervägande är positiva till den nya kursplanen och att de försöker undervisa på ett sätt så att eleven ska nå målen och uppfylla kraven. Till exempel rapporterar samtliga lärare att de jobbar mera med självvärdering, men även med insiktshöjande pedagogiska metoder.

    Av resultatet framgår att trafiklärarna är mycket negativa till förarprovet som de uppfattar som en begränsande faktor i utbildningssystemet. Av den anledningen är de också pessimistiska till hur nyblivna körkortsinnehavare kommer klara sig i framtiden.

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  • 5.
    Ahmadi, Elena
    et al.
    Univ Gavle, Sweden.
    Lundqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Bergstrom, Gunnar
    Univ Gavle, Sweden; Karolinska Inst, Sweden.
    Macassa, Gloria
    Univ Gavle, Sweden; Univ Porto, Portugal.
    Managers in the context of small business growth: a qualitative study of working conditions and wellbeing2024In: BMC Public Health, E-ISSN 1471-2458, Vol. 24, no 1, article id 2075Article in journal (Refereed)
    Abstract [en]

    PurposeIn view of the importance of managers' wellbeing for their leadership behaviour, employee health, and business effectiveness and survival, a better understanding of managers' wellbeing and working conditions is important for creating healthy and sustainable businesses. Previous research has mostly provided a static picture of managers' wellbeing and work in the context of small businesses, missing the variability and dynamism that is characteristic of this context. Therefore, the purpose of this study is to explore how managers in small companies perceive their working conditions and wellbeing in the context of business growth.MethodsThe study is based on qualitative semi-structured interviews with 20 managers from twelve small companies. Content and thematic analysis were applied.ResultsThe findings indicate that a manager's working environment evolves from its initial stages and through the company's growth, leading to variations over time in the manager's experiences of wellbeing and work-life balance as well as changes in job demands and resources. Managers' working situation becomes less demanding and more manageable when workloads and working hours are reduced and a better work-life balance is achieved. The perceived improvement is related to changes in organizational factors (e.g. company resources), but also to individual factors (e.g. managers' increased awareness of the importance of a sustainable work situation). However, there were differences in how the working conditions and wellbeing changed over time and how organizational and individual resources affected the studied managers' wellbeing.ConclusionsThis study shows that, in the context of small business, managers' working conditions and wellbeing are dynamic and are linked to growth-related changes that occur from the start of organizational activities and during periods of growth. In addition, the findings suggest that changes in managers' working conditions and wellbeing follow different trajectories over time because of the interaction between organizational and personal factors.

  • 6.
    Ahmadi, Elena
    et al.
    Högskolan i Gävle, Arbetshälsovetenskap.
    Lundqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Bergström, Gunnar
    Högskolan i Gävle, Arbetshälsovetenskap.
    Macassa, Gloria
    Högskolan i Gävle, Folkhälsovetenskap.
    A qualitative study of factors that managers in small companies consider important for their wellbeing2023In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 18, no 1, article id 2286669Article in journal (Refereed)
    Abstract [en]

    Purpose

    Given the importance of small businesses for society, and the significance of managers’ wellbeing for employee health, leadership, and business performance, more knowledge is needed on the sources of managers’ wellbeing. This study explored factors within the small business context that were perceived by managers to hinder or enable their wellbeing.

    Methods

    Data were collected through qualitative semi-structured interviews with 20 managers from 12 small companies, and analysed with content analysis.

    Results

    The factors that these managers in small businesses experienced as enhancing or hindering their personal wellbeing covered five categories: demands and resources in the daily managerial work, achievement of results, social factors, organizational factors, and individual factors.

    Conclusions

    The specific context of managerial work in small companies encompasses unique factors. For instance, the small company managers’ wellbeing was affected by vulnerability due to the smallness of the business and the absence of available resources. Simultaneously, a small company context provided a strong social climate and close relationships with employees and customers that strengthened the managers’ wellbeing. The findings suggest that the availability of financial, personnel, and organizational resources varies between small companies of different size, which may have implications for small business managers’ work and wellbeing.

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  • 7.
    Ahmadi, Elena
    et al.
    Högskolan i Gävle, Arbetshälsovetenskap, Sweden.
    Lundqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Bergström, Gunnar
    Högskolan i Gävle, Arbetshälsovetenskap, Sweden.
    Macassa, Gloria
    Högskolan i Gävle, Folkhälsovetenskap, Sweden.
    Managers’ and employees’ experiences of how managers’ wellbeing impacts their leadership behaviours in Swedish small businesses2023In: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 75, no 1, p. 97-112Article in journal (Refereed)
    Abstract [en]

    BACKGROUND:There is a growing interest in managers’ wellbeing due to the observed associations between their wellbeing and leadership behaviours, and between leadership behaviours and employees’ wellbeing. However, it is still unclear how managers’ wellbeing influences their practiced leadership across different workplace contexts, which specific behaviours are affected, and how this varies across time.

    OBJECTIVE:The purpose of this study was therefore to explore managers’ and employees’ experiences and perceptions regarding the consequences of managers’ wellbeing for their leadership behaviours in small businesses.

    METHODS:Semi-structured interviews were conducted with 37 participants (19 managers and 18 employees) working at 12 Swedish small firms, and analysed using content analysis.

    RESULTS:The findings show that managers were more constructive when they felt well, and more passively destructive when unwell. Variations in managers’ wellbeing influenced their mood, energy level, and performance, as well as the company’s working climate. However, these destructive leadership variations did not have a substantial impact, because several protective factors were present.

    CONCLUSION:This study shows that the wellbeing of managers in small businesses has perceptible consequences for their leadership behaviours. The study also shows that sustained leadership behaviours may coexist with temporary variations of these behaviours on a constructive-destructive continuum depending on the leader’s wellbeing. Overall, the findings contribute to a more nuanced and dynamic understanding of how the interaction between managers’ wellbeing and their behaviours unfolds in the particular context of small companies.

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  • 8.
    Andersen, Anders Johan W
    et al.
    University of Agder, Norway .
    Svensson, Tommy
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Internet-based Mental Health Services in Norway and Sweden: Characteristics and Consequences2013In: Administration and Policy in Mental Health, ISSN 0894-587X, E-ISSN 1573-3289, Vol. 40, no 2, p. 145-153Article in journal (Refereed)
    Abstract [en]

    Internet-based mental health services increase rapidly. However, national surveys are incomplete and the consequences for such services are poorly discussed. This study describes characteristics of 60 Internet-based mental health services in Norway and Sweden and discusses their social consequences. More than half of the services were offered by voluntary organisations and targeted towards young people. Professionals answered service users questions in 60% of the services. Eight major themes were identified. These characteristics may indicate a shift in the delivery of mental health services in both countries, and imply changes in the understanding of mental health.

  • 9.
    Andersson, Charlotte
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Socialitet – vad är det?: En sociologisk forskningsöversikt2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har genomförts utifrån iakttagelsen att det i forskningssammanhang inom samhällsvetenskaperna hänvisas till begreppet eller fenomenet socialitet utan att det egentligen redogörs för vad som åsyftas. För att ge ökad förståelse av socialitet har syftet för denna studie varit att belysa hur socialitet som begrepp eller fenomen beskrivs inom mikrosociologisk teoribildning och empirisk forskning. Studien är en forskningsöversikt där empirin genomgått deskriptivt kvalitativ innehållsanalys.

     

    Översikten presenterar beskrivningar av socialitet möjliga att kategoriseras under fyra olika teman varav ett av dessa är personlighetens socialitet och där socialiteten beskrivs som en emergent spiralformad dialektisk process genomsyrad av elementär och avancerad responsivitet. Studien visar även på att socialiteten kan vara genomkorsad av skillnad utifrån vitt skilda önskemål om form, miljö och mängd. Här diskuteras hur socialiteten idag ter sig utsatt för ökade spänningar där alla anses söka gemenskap för välbefinnande och där individen ställs som ansvarig för sina personliga framgångar, ledande till ett socialitetens dilemma.

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  • 10.
    Andersson, Jenny
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    En kartläggning av kommunala arbetsmarknadsåtgärder i Östergötland2012Report (Other academic)
    Abstract [sv]

    Den här rapporten är resultatet av ett initiativ som togs i Arbetsmarknadsdialogen i Östergötlands län. I dialogen diskuterar representanter från kommuner tillsammans med forskare vid Linköpings universitet (LiU) arbetsmarknadspolitiska frågor. Dialogen har funnits i cirka ett år och koordineras av Centrum för Kommunstrategiska Studier (CKS) vid LiU. Dialogens syfte är att, vid sidan av fortgående och lärande samtal mellan kommuner och forskare, på sikt utveckla det arbetsmarknadspolitiska arbetet i Östergötland. Under det år som varit har diskussionerna främst inriktats mot hur kommunerna arbetar med de människor som befinner sig utanför arbetsmarknaden. För att utveckla samarbetet ytterligare togs våren 2011 ett beslut att kartlägga vilka åtgärder som finns ute i kommunerna. Det är CKS som finansierat denna kartläggning. Avrapporteringen av kartläggningen tar sin början i frågan om rätten till arbete.

    Rätten till arbete ingår som en viktig del i det svenska medborgarskapskontraktet. Under de senaste tio åren har de folkvalda mer och mer diskuterat den andra sidan av kontraktet. Nämligen att samhället måste arbeta hårdare för att få alla människor att förstå att (löne)arbete även är att betrakta som en skyldighet. Detta arbete har av framförallt alliansregeringen titulerats som kampen mot det nya utanförskapet. Ett övergripande mål med denna kamp är att så många medborgare som möjligt ska bli självförsörjande. Det område som denna kamp visar sig tydligast inom är arbetsmarknaden och då framförallt arbetslöshetsområdet.

    I denna politik tituleras de arbetslösa människorna som tillhörande det nya utanförskapet (Johansson 2011 a; Johansson 2011 b; SKL, 2010). Kampens uppkomst är inte speciellt konstig eftersom arbetsmarknadsområdet varit utsatt för hårda prövningar (höga försäkringsutgifter, t.ex. a-kassa, sjuk- och socialbidrag) under de senaste åren. I april 2011 fanns det t.ex. 396 000 arbetslösa personer vilket innebar att den totala arbetslösheten låg på 7,9 procent (<www.scb.se>).

    Det finns dock en risk för att diskussionen om det nya utanförskapet överpolitiseras och hamnar i en retorisk smältdegel där massmedia förstärker politikernas argument med rubriker som att de arbetslösa och sjuka å ena sidan är lata och å andra sidan ska stå till arbetsmarknadens förfogande trots att de ligger på dödsbädden.

    Vad som är viktigare att diskutera i den nya utanförskapsdebatten är att, som läsaren kommer att se, kommunerna arbetar frenetiskt med att underlätta för människor att ta sig ut ur utanförskapet. Men även om kommunerna är nog så skickliga inom sina specifika verksamhetsområden och kontinuerligt designar nya och spännande arbetsmarknadsprojekt så bör värderingen av deras resultat ta hänsyn till sådana strukturella faktorer på arbetsmarknaden som de själva inte direkt råder över. Det handlar t.ex. om konjunktursvängningar, etablering och avveckling av företag, arbetsgivares syn på och vilja till att rekrytera arbetslösa och slutligen i exempellistan de regler och förordningar som riksdagen tar fram.

    Den här rapporten handlar om hur kommuner i Östergötlands län hanterar detta nya utanförskap. Det övergripande syftet med rapporten är att kartlägga vilka arbetsmarknadspolitiska åtgärder det finns inom kommunerna. Tolv kommuner ingår i kartläggningen.

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    En kartläggning av kommunala arbetsmarknadsåtgärder i Östergötland
  • 11.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Editorial: Spring 20242024In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 14, no 1, p. iii-vArticle in journal (Other academic)
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    fulltext
  • 12.
    Andersson, Per
    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.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Nylund, Mattias
    Göteborgs Universitet, Sweden.
    Lärares tolkning och tillämpning av styrdokument i kommunal vuxenutbildning2023Report (Other academic)
    Abstract [sv]

    I denna forskningsrapport presenteras en omfattande studie av hur lärare verksamma inom komvux olika skolformsdelar tolkar och tillämpar de läroplansanknutna styrdokumenten i sin undervisning. Med hjälp av läroplansteoretiska begrepp diskuteras resultat från en enkät som har besvarats av 1321 lärare och intervjuer som har genomförts med 63 lärare. Studien visar att de läroplansanknutna styrdokumenten utgör en ram som tolkas och tillämpas av lärare i relation till en rad andra ramar som exempelvis tid, elevsammansättning, läromedel, marknadsorganisering och fragmentisering. Sammantaget pekar resultaten på ett behov av en översyn av komvux styrdokument likväl som villkoren för lärarnas undervisning med syfte att få dem mer samstämmiga.

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  • 13.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hellgren, Mattias
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Factors influencing the value of CPD activities among VET teachers2018In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 5, no 2, p. 140-164Article in journal (Refereed)
    Abstract [en]

    Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupa- tion, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students’ vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.

    Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts – teaching skills, and knowledge of the teaching subjects based in the teachers’ initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typi- cally include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers’ vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.

    Findings: Dispositional drivers, the teacher’s sex, and regular performance of the ac- tivity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educa- tional background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.

    Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.

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  • 14.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet, Norway.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Louw, Arnt
    Aalborg University, Denmark.
    Editorial: The journal turns thirteen2023In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 13, no 1, p. iii-vArticle in journal (Other academic)
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  • 15.
    Avby, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Correction: Professional Practice as Processes of Muddling Through: a Study of Learning and Sense Making in Social Work (vol 8, pg 95, 2015)2015In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, no 1, p. 115-115Article in journal (Other academic)
    Abstract [en]

    n/a

  • 16. Order onlineBuy this publication >>
    Avby, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Evidence in Practice: On Knowledge Use and Learning in Social Work2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Against the backdrop of the transformations in the entire framing of professional work, social work has come under close scrutiny in many countries, including Sweden. Doubts have been raised about practitioners’ existing knowledge base, and the importance of practitioners engaging in learning and the renewal and extension of professional capacities has been emphasized.

    The present thesis concerns knowledge use and learning in the daily practices of child investigation work. The aim is to explore processes of knowledge use and learning in practice. The study is based on a mix of qualitative approaches, basically from ethnography, comprising methods such as participant observations, interviews, reflective dialogues and documentary analysis of case data.

    The main findings demonstrate that investigation work is characterized mainly by the use of practice-based knowledge. Research-based knowledge is predominantly used as a means of explaining a client’s situation or to underpin and legitimize one’s own beliefs and decisions made on other grounds. Professional learning is largely adaptive in character, as the social workers learn to handle tasks in a fairly routinized way on the basis of rules or procedures that draw on existing knowledge in the practice setting.

    Two conclusions are drawn: First, the use of knowledge in child investigation work bears little resemblance to principles of evidence-based practice. Second, the reproduction of professional knowledge is largely implicit and taken for granted. The study offers insight into the much-discussed topic of putting knowledge into practice, which is of importance to strategies for organizing profes sional learning and knowledgeable practice.

    List of papers
    1. Integrating research-based and practice-based knowledge through workplace reflection
    Open this publication in new window or tab >>Integrating research-based and practice-based knowledge through workplace reflection
    2012 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 24, no 6, p. 403-415Article in journal (Refereed) Published
    Abstract [en]

    Purpose – This paper seeks to present a theoretical framework with the aim of contributing to improved understanding of how reflection can provide a mechanism to integrate research-based knowledge with the pre-existing practice-based knowledge.

    Design/methodology/approach – The paper begins with an explanation of important concepts: research-based and practice-based knowledge, four levels of action and two modes of learning. Two mini cases concerning managers in the public sector in Sweden then provide an illustration of how research-based knowledge can be utilized to challenge practice-based knowledge. The concluding discussion addresses some of the challenges involved in achieving reflection in the workplace that utilizes research-based knowledge.

    Findings – The reflection programmes had several characteristics that facilitated their implementation: they achieved a balance between the workplace demands on the participating managers and time required for the reflection; the participants were specifically recruited, had full management support and were highly motivated to be part of the reflection groups; the facilitators played key roles in structuring the managers' discussions and linking their experiences to relevant research-based knowledge.

    Research limitations/implications – Methodological limitations of the cases constrain the conclusions to be drawn from these studies. However, it should be emphasized that the case studies were intended primarily as illustrations of how workplace reflection can be used to integrate research-based and practice-based knowledge. Obviously, there is a risk of social desirability bias because the interviewer was also involved in developing and implementing the reflection programmes. She also participated as a supervisor in mini case 2.

    Originality/value – The literature on reflection has largely focused on reflection in the context of education, training and preparing for work or a profession. The role of workplace reflection and learning for practitioners and managers in work has received far less attention. The emergence of the evidence-based practice (EBP) agenda has further highlighted the importance of workplace learning and reflection, as practitioners are increasingly expected to critically appraise research studies and integrate new findings into their practice. A more EBP requires reflecting practitioners who are able to synthesize research-based knowledge with their own practice-based knowledge acquired through experience. However, the process of integrating research-based and practice-based knowledge has not been the focus of much study.

    Place, publisher, year, edition, pages
    Emerald Group Publishing Limited, 2012
    Keywords
    workplace learning, reflection, practice-based knowledge
    National Category
    Other Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-80404 (URN)10.1108/13665621211250306 (DOI)
    Available from: 2012-08-26 Created: 2012-08-26 Last updated: 2017-12-07
    2. Ways of understanding evidence-based practice in social work: A qualitative study
    Open this publication in new window or tab >>Ways of understanding evidence-based practice in social work: A qualitative study
    2014 (English)In: British Journal of Social Work, ISSN 0045-3102, E-ISSN 1468-263X, Vol. 44, no 6, p. 1366-1383Article in journal (Refereed) Published
    Abstract [en]

    This qualitative, empirical study explores and describes the variation in how evidence-based practice (EBP) is understood in social work. A phenomenographic approach to design and analysis was applied. Fourteen semi-structured interviews were conducted with politicians, managers and executive staff in three social welfare offices in Sweden. The main findings suggest that there are qualitatively different ways in which EBP is understood, described in five categories: (i) fragmented; (ii) discursive; (iii) instrumental; (iv) multifaceted; and (v) critical. The outcome space is hierarchically structured with a logical relationship between the categories. However, the informants found it difficult to account for EBP, depending on what was expressed as deficient knowledge of EBP in the organisation, as well as ability to provide a seemly context for EBP. The results highlight the importance of acknowledging these differences in the organisation to compose a supportive atmosphere for EBP to thrive rather than merely assume the case of evidence-based social work. The categories can be utilised as stimuli for reflection in social work practice, and thereby provide the possibility to promote knowledge use and learning in the evolving evidence-based social work.

    Place, publisher, year, edition, pages
    Oxford: , 2014
    Keywords
    EBP, evidence-based social work in Sweden, knowledge, learning, phenomenography
    National Category
    Social Work
    Identifiers
    urn:nbn:se:liu:diva-87398 (URN)10.1093/bjsw/bcs198 (DOI)000342988900002 ()
    Available from: 2013-01-17 Created: 2013-01-17 Last updated: 2017-12-06
    3. Knowledge use and learning in everyday social work practice: A study in child investigation work
    Open this publication in new window or tab >>Knowledge use and learning in everyday social work practice: A study in child investigation work
    2017 (English)In: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 22, p. 51-61Article in journal (Refereed) Published
    Abstract [en]

    The aim of this study was to explore knowledge use and learning among social workers in everyday child investigation work. Research was undertaken in two Swedish children’s services departments. The study applied an ethnographic approach. Methods for data collection included interviews, participant observations, reflective dialogues and a documentary analysis of case files. The social workers’ knowledge sources were classified into research-based, practice-based and ordinary knowledge. The findings show that the social workers preferred practice-based knowledge, which was primarily conveyed from colleagues and previous experience, and rarely consulted knowledge from sources found outside the practice setting. Furthermore, the findings suggest that the integration of knowledge was made possible through the social workers' engagement in both a verbal and a more cognitive (tacit) reasoning activity, processes that fostered learning at work. The social workers’ learning was predominantly adaptive as they learned to handle tasks in a fairly routinized way on the basis of rules or procedures. The findings lend support to the notion that the use of different knowledge forms could potentially trigger learning in everyday social work.

    Place, publisher, year, edition, pages
    Wiley-Blackwell Publishing Inc., 2017
    Keywords
    Child and family social work, ethnography, reserach in practice, evidence-based practice, knowledge use, learning
    National Category
    Work Sciences
    Identifiers
    urn:nbn:se:liu:diva-115275 (URN)10.1111/cfs.12227 (DOI)000426000400006 ()2-s2.0-84925046374 (Scopus ID)
    Available from: 2015-03-11 Created: 2015-03-11 Last updated: 2018-04-17Bibliographically approved
    4. Professional Practice as Processes of Muddling Through: a Study of Learning and Sense Making in Social Work
    Open this publication in new window or tab >>Professional Practice as Processes of Muddling Through: a Study of Learning and Sense Making in Social Work
    2015 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, no 1, p. 95-113Article in journal (Refereed) Published
    Abstract [en]

    Using an ethnographic approach, the aim of this study was to explore how social workers learn and make sense of experiences in their daily practices. Five events that took place during an ordinary day of child investigation work are described and serve as the basis for the analysis. The findings imply that investigation work is largely a social rationalization process and that the interaction between different actors in work is a strategy to enhance the level of knowledge and contribute to learning among the professionals. Thus, learning is embedded in daily activities, for example, consulting colleagues, framing problems and building relationships. Furthermore, the findings suggest the possibility of assuming a contextualized view of reasoning, a so-called contextual rationality, which maintains that practitioners need to make judgments in a way that is sensitive to and relevant for their own contextualized settings. Contextual rationality is a reasonable strategy to deal with complex problems in daily practices that cannot be completely analysed or solved. Contextual rationality is thus not about accuracy, rather it engages individuals to find meaning and order in the complexity of modern organizations where norms, values and expectations provide frameworks for explanations. Besides offering an explanation for the basis of practice, the study identifies a variety of learning opportunities in everyday practice that could potentially be used in efforts to organize a more reflective practice to facilitate improved workplace learning.

    Place, publisher, year, edition, pages
    Springer, 2015
    Keywords
    Workplace learning, Sense making, Professional work, Contextual rationality, Evidence-based practice
    National Category
    Work Sciences
    Identifiers
    urn:nbn:se:liu:diva-115273 (URN)10.1007/s12186-014-9123-y (DOI)000352484400005 ()
    Available from: 2015-03-11 Created: 2015-03-11 Last updated: 2017-12-04
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  • 17.
    Avby, Gunilla
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Professional Practice as Processes of Muddling Through: a Study of Learning and Sense Making in Social Work2015In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, no 1, p. 95-113Article in journal (Refereed)
    Abstract [en]

    Using an ethnographic approach, the aim of this study was to explore how social workers learn and make sense of experiences in their daily practices. Five events that took place during an ordinary day of child investigation work are described and serve as the basis for the analysis. The findings imply that investigation work is largely a social rationalization process and that the interaction between different actors in work is a strategy to enhance the level of knowledge and contribute to learning among the professionals. Thus, learning is embedded in daily activities, for example, consulting colleagues, framing problems and building relationships. Furthermore, the findings suggest the possibility of assuming a contextualized view of reasoning, a so-called contextual rationality, which maintains that practitioners need to make judgments in a way that is sensitive to and relevant for their own contextualized settings. Contextual rationality is a reasonable strategy to deal with complex problems in daily practices that cannot be completely analysed or solved. Contextual rationality is thus not about accuracy, rather it engages individuals to find meaning and order in the complexity of modern organizations where norms, values and expectations provide frameworks for explanations. Besides offering an explanation for the basis of practice, the study identifies a variety of learning opportunities in everyday practice that could potentially be used in efforts to organize a more reflective practice to facilitate improved workplace learning.

    Download full text (pdf)
    fulltext
  • 18.
    Avby, Gunilla
    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.
    Nilsen, Per
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ways of understanding evidence-based practice in social work: A qualitative study2014In: British Journal of Social Work, ISSN 0045-3102, E-ISSN 1468-263X, Vol. 44, no 6, p. 1366-1383Article in journal (Refereed)
    Abstract [en]

    This qualitative, empirical study explores and describes the variation in how evidence-based practice (EBP) is understood in social work. A phenomenographic approach to design and analysis was applied. Fourteen semi-structured interviews were conducted with politicians, managers and executive staff in three social welfare offices in Sweden. The main findings suggest that there are qualitatively different ways in which EBP is understood, described in five categories: (i) fragmented; (ii) discursive; (iii) instrumental; (iv) multifaceted; and (v) critical. The outcome space is hierarchically structured with a logical relationship between the categories. However, the informants found it difficult to account for EBP, depending on what was expressed as deficient knowledge of EBP in the organisation, as well as ability to provide a seemly context for EBP. The results highlight the importance of acknowledging these differences in the organisation to compose a supportive atmosphere for EBP to thrive rather than merely assume the case of evidence-based social work. The categories can be utilised as stimuli for reflection in social work practice, and thereby provide the possibility to promote knowledge use and learning in the evolving evidence-based social work.

    Download full text (pdf)
    fulltext
  • 19.
    Avby, Gunilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Vinn Excellence Centre.
    Nilsen, Per
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Linköping University, HELIX Vinn Excellence Centre.
    Ellström, Per-Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Vinn Excellence Centre.
    Exploring evidence-based practice in practice: the case of social work2015In: Sustainable development in organizations: studies on innovative practices / [ed] Mattias Elg, Per-Erik Ellström, Magnus Klofsten, Malin Tillmar, Cheltenham: Edward Elgar Publishing, 2015, p. 153-168Chapter in book (Refereed)
  • 20.
    Avby, Gunilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Nilsen, Per
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Ellström, Per-Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Knowledge use and learning in everyday social work practice: A study in child investigation work2017In: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 22, p. 51-61Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore knowledge use and learning among social workers in everyday child investigation work. Research was undertaken in two Swedish children’s services departments. The study applied an ethnographic approach. Methods for data collection included interviews, participant observations, reflective dialogues and a documentary analysis of case files. The social workers’ knowledge sources were classified into research-based, practice-based and ordinary knowledge. The findings show that the social workers preferred practice-based knowledge, which was primarily conveyed from colleagues and previous experience, and rarely consulted knowledge from sources found outside the practice setting. Furthermore, the findings suggest that the integration of knowledge was made possible through the social workers' engagement in both a verbal and a more cognitive (tacit) reasoning activity, processes that fostered learning at work. The social workers’ learning was predominantly adaptive as they learned to handle tasks in a fairly routinized way on the basis of rules or procedures. The findings lend support to the notion that the use of different knowledge forms could potentially trigger learning in everyday social work.

  • 21.
    Back, A.
    et al.
    Karolinska Inst, Sweden; Stockholm Cty Council, Sweden.
    Ståhl, Christian
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    von Thiele Schwarz, U.
    Karolinska Inst, Sweden.
    Richter, A.
    Karolinska Inst, Sweden; Stockholm Cty Council, Sweden.
    Hasson, H.
    Karolinska Inst, Sweden; Stockholm Cty Council, Sweden.
    Correction: Walking the tightrope-perspectives on local politicians role in implementing a national social care policy on evidence-based practice (vol 10, 75, 2016)2021In: International Journal of Mental Health Systems, E-ISSN 1752-4458, Vol. 15, no 1, article id 46Article in journal (Other academic)
    Abstract [en]

    n/a

    Download full text (pdf)
    fulltext
  • 22.
    Bejerot, Eva
    et al.
    Stockholms universitet, Sweden.
    Gustavsson, Maria
    Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Forsberg Kankkunen, Tina
    Stockholms universitet, Sweden.
    Hasselbladh, Hans
    Örebro universitet, Sweden.
    Ekberg, Kerstin
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Akutmottagningarnas konstanta kaos: styrning, det oförutsedda och motstånd2015Conference paper (Refereed)
  • 23.
    Bejerot, Eva
    et al.
    Örebro University, Sweden.
    Gustavsson, Maria
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, HELIX Competence Centre. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Hasselbladh, Hans
    Örebro University, Sweden.
    Forsberg Kankkunen, Tina
    Stockholm University, Sweden.
    Ekberg, Kerstin
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Occupational Control on Drift—National and Local Intervention in Clinical Work at Emergency Departments2017In: Professions & Professionalism, E-ISSN 1893-1049, Vol. 7, no 2, article id e1765Article in journal (Refereed)
    Abstract [en]

    In Swedish emergency departments, various initiatives have been introduced in order to reduce long waiting times for patients: lean methods, targets for waiting times related to revenues, interprofessional teams, and different forms of triage systems. This study focuses on the physicians’ views on dilemmas related to these interventions. The study is based on the interviews with 14 physicians in four emergency departments. The interviews have been analysed thematically and presented in the form of brief narratives. The study follows changes from clinical practice to the national policy level. The changes appear to be ineffective or counterproductive—waiting times are rather getting longer, but the measures have a number of other effects. Decisions are taken at a central level and are carried out by means of rules, incentives, and projects and end in the medical profession being displaced from the central position they have held in the working processes of health care.

    Download full text (pdf)
    fulltext
  • 24.
    Bengtsson, Marie
    et al.
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences.
    Enberg, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Tell, Fredrik
    Uppsala Univ, Sweden.
    Foolishness without consequence? From physical to virtual modeling in the history of military aircraft development at Saab2020In: Industrial and Corporate Change, ISSN 0960-6491, E-ISSN 1464-3650, Vol. 29, no 1, p. 163-181Article in journal (Refereed)
    Abstract [en]

    From Jim March we learned that organizational intelligence demands adaptation to the needs of a distant future as well as the efficient use of resources in the present. Commitment to new ideas that deviate from norm is necessary for long-term adaptation, but comes with great uncertainty as to if when or how success will come. This article uses a historical study of military aircraft manufacturer Saab to explore the transition from experimenting with physical models and dangerous test flights in the development of rather simple aircraft systems, to the development of complex integrated aircraft systems using virtual models that can be tested in a simulated world, thereby postponing choice and the need for commitment of resources in the physical world. We show how modeling techniques and tools were developed over five generations of aircraft to help developers represent and evaluate alternative ideas, in an increasingly realistic virtual reality, thereby reducing material and fatal consequences in aircraft development. We distinguish hybrid forms of evaluation and a transition that seems to be moving in the direction of "virtual online evaluation," where empirically informed simulation models, based on real flight data reduces the fidelity gap between reality and representation. Drawing upon a selection of Jim Marchs writings, we speculate what this transition implies for learning from experience and the possibility of foolishness without consequence.

    Download full text (pdf)
    fulltext
  • 25.
    Bennerstedt, Ulrika
    et al.
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    Bivall, Ann-Charlotte
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Kollegialt skärmarbete som lärpotential i digitala yrkesverksamheter2018In: Lärande organisation 2.0 / [ed] Otto Granberg, Jon Ohlsson, Stockholm: Studentlitteratur AB, 2018, p. 127-152Chapter in book (Other academic)
    Abstract [sv]

    Digitaliseringen av samhället har i grunden förändrat dagens arbetsliv och alltmer arbete utförs i och omkring digitala enheter. Arbetsmoment är därmed på något sätt knutet till vad som i bred bemärkelse kan kopplas till skärmar av olika slag, vad som kan beskrivas som skärmarbete. Ytterligare en konsekvens av digitaliseringen är att nya yrkesroller uppstått till följd av framväxande digitala arbets- och fritidsaktiviteter. I relation till lärande innebär digitaliseringen att arbetsplatsens lärprocesser i hög grad sker i och omkring skärmarbete. Med utgångspunkt i ett sociokulturellt perspektiv på lärande är syftet i detta kapitel att bidra med kunskap om möjligheter och utmaningar med lärande i organisationer där digitala aktiviteter och redskap är det centrala kunskapsobjektet för yrkeskunnandet. Exempel tas från två olika verksamheter där kollegialt skärmarbete organiseras för att utföra utvärderings- och bedömningsaktivteter. Den första verksamheten utgörs av en IT-support där ett team använder dokumenterat skärmarbete vid återkommande organiserade lärtillfällen. Det andra sammanhanget utgår från hur en jury av yrkesverksamma spelutvecklare värderar spel på en datorspelstävling. I kapitlet diskuteras hur yrkesprofessionellas kollegiala blick är direkt kopplad till hur digitala verktyg är integrerade i organisatoriska verksamheter. Kapitlet illustrerar hur professsionella grupper organiserar såväl traditionella som nyare former av utrymme och stöd för lärande och utveckling för att tillgängliggöra privata digitala aktiviteter kollegialt.

  • 26.
    Bennich, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Interactive research: a practical example and a critical assessment2013In: New tools in welfare research / [ed] Elinor Brunnberg, Elisabeth Cedersund, Köpenhamn: NSU Press, 2013, p. 171-192Chapter in book (Other academic)
    Abstract [en]

    In this chapter I will discuss some of the important issues relating to interactive and action research. This chapter will have focus on possibilities and limitations of interactive research as it is presented in some of the literature and carried out in a strong research environment. I will also use my own research to illustrate the issues raised.

    The focus of my presentation is on how interactive research (Aagard Nielsen & Svensson 2006) has dealt with some of the challenging dilemmas that are well-known also in action research. These dilemmas can be summarised in the following way:

    1. How to be part of a change process and at the same time keep a critical distance to it.
    2. How to organise a joint learning process with participants that leads to new theories and concepts.
    3. How to acquire status and position in the research community.

    The presentation is based on how interactive research has been described within the Nordic countries in publications produced by some 60 researchers from 10 disciplines (Svensson et al 2002; Aagaard Nielsen & Svensson 2006; Svensson et al 2007; Johannisson et al 2008; Westlander 2008). At the end of each section I comment on the dilemmas by referring to my own experiences as a researcher.

  • 27. Order onlineBuy this publication >>
    Bennich, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Kompetens och kompetensutveckling i omsorgsarbete: Synen på kompetens och lärande – i spänningsfältet mellan samhälleliga förutsättningar och organisatoriska villkor2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The dissertation is a compilation article thesis and the main purpose is to study how perceptions about competence are related to learning environments and competence development strategies. Parallel to this purpose, I have analysed and discuss competence development from a societal and inter-organisational perspective. Here the focus is on governing principles, user-influence and national development programmes.

    The dissertation consists of a local study based on 22 interviews and 74 questionnaires, a research review and a study based on evaluations of the national Steps for Skill Programme (Kompetensstegen).

    The results of the local study – two care homes and two home-help units – showed that prerequisites for learning environments differ depending on the type of activity being conducted. In the home-help context, the support and involvement of the management was more central for competence development than in the care homes. At the same time, the results showed that in those activities where there was a more developed learning environment and an integrated strategy for competence development, i.e. a combination of informal and formal learning activities, perceptions about the competence of care staff were more advanced. Here the focus was on developing competence and the work itself. What was common to all the activities was the perception that staff needed to be able to develop relations with users.

    The analysis of the Steps for Skill Programme – a major national initiative – revealed deficiencies in the interplay and equal relations between workplaces and educational institutions. This had implications for the success of the competence development programme. In those areas where the workplace- and educational system cooperated, the workplace learning was more flexible, efficient and serviceable for the participants. This example indicated that competence issues need to be analysed from a societal perspective.

    The societal analysis showed that competence issues are easily neglected if they are not integrated into governing principles, such as exposure to competition, procurement procedures and customer choice. Competence development in elder care is a complex, difficult to define and demanding process that needs to be synchronised at different levels. National ventures, where formal education dominates, have had very little impact. The perspective has often been shortsighted and individual-oriented. Also, one-off projects and occasional resource allocations do not lead to competence development being prioritised or to essential resources being allocated locally. Keywords: Care-staff, competence, competence development, elder care,  interactive research, inter-organisational cooperation.

    List of papers
    1. Lärmiljöer, lärstrategier och synen på kompetens i omsorgsarbete
    Open this publication in new window or tab >>Lärmiljöer, lärstrategier och synen på kompetens i omsorgsarbete
    2015 (Swedish)In: Tidsskrift for Arbejdsliv, ISSN 1399-1442, Vol. 17, no 1Article in journal (Other academic) Published
    Abstract [sv]

    Omsorgsarbetet är ett komplext arbete och från nationell myndighetsnivå beskrivs att omsorgspersonalen behöver en särskild kompetens (Socialstyrelsen 2002; Ahnlund & Johansson 2006; SOU 2008:126). I en utredning fastslås till exempel att omsorgspersonal bör ha kunskaper inom medicin, pedagogik samt det sociala fältet (Socialstyrelsen 2004). Enligt Socialstyrelsen (2007) är just kompetensförsörjning den viktigaste frågan för att säkra god kvalitet i omsorgen om äldre. Samtidigt betonas att det måste finnas utvecklingsmöjligheter i arbetet för omsorgspersonalen. Frågor om kompetens och lärande diskuteras ofta på en strategisk nivå, men lokala studier där omsorgspersonalens uppfattningar lyfts fram är sällsynta (se t.ex.Törnquist 2004). Det är få studier som kopplar samman organisatoriska förutsättningar för lärande med synen på kompetens bland de anställda. Syftet med denna studie är att a) undersöka hur lärmiljön och strategier för kompetensutveckling ser ut i ett antal verksamheter i äldreomsorgen och b) att analysera om dessa faktorer är relaterade till omsorgspersonalens uppfattningar om kompetens. Jag inleder med att redogöra för några centrala begrepp om kompetens och hur den kan utvecklas genom olika lärprocesser.

    National Category
    Pedagogy Sociology
    Identifiers
    urn:nbn:se:liu:diva-84706 (URN)
    Available from: 2012-10-17 Created: 2012-10-17 Last updated: 2017-12-07Bibliographically approved
    2. Kompetensutveckling ur ett styrningsperspektiv - exemplet omsorgen
    Open this publication in new window or tab >>Kompetensutveckling ur ett styrningsperspektiv - exemplet omsorgen
    2009 (Swedish)In: Tidsskrift for Arbejdsliv, ISSN 1399-1442, Vol. 11, no 3, p. 62-77Article in journal (Refereed) Published
    Abstract [sv]

    Styrningen av en verksamhet kan vara avgörande för om och hur en framtida satsning på kompetensutveckling inom äldreomsorgen kommer att se ut. Parallellt med och som en kritik mot den offentliga och uppifråndrivna strategin för kvalitetsutveckling har nya styrprinciper vuxit fram i äldreomsorgen, nämligen brukarstyrning och eget val. Dessa nya styrprinciper kan leda till att kompetensinsatser inte prioriteras. I stället kan det mer handla om att välja rätt personal som är anpasslig och som har de kunskaper som krävs i ett kortsiktigt perspektiv. Artikeln, som är tentativ, vill alltså diskutera betydelsen av olika styrprinciper inom omsorgen och vad de kan betyda för personalens kompetens i framtiden. Underlaget bygger på en litteraturgenomgång av forskning i de nordiska länderna och en sammanfattning av erfarenheterna från ett omfattande nationellt program, där avsikten var att kompetensutveckling ska leda till en ökad kvalitet.

    Place, publisher, year, edition, pages
    Roskilde Universitet: Syddansk Universitetsforlag, 2009
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-51141 (URN)
    Available from: 2009-10-20 Created: 2009-10-20 Last updated: 2017-12-12Bibliographically approved
    3. Organising Workplace Learning: an inter-organisational perspective
    Open this publication in new window or tab >>Organising Workplace Learning: an inter-organisational perspective
    2009 (English)In: Journal of European Industrial Training, ISSN 0309-0590, E-ISSN 1758-7425, Vol. 33, no 8/9, p. 771-786Article in journal (Refereed) Published
    Abstract [en]

    Purpose – The purpose of this paper is to argue that both the supply-based model and the demand-based form of vocational education and training (VET) have their limitations and propose a “third way” in which reflective learning in the workplace is a central ingredient.

    Design/methodology/approach – The data was collected from several studies of VET programmes in Sweden based on individual and group interviews, a survey and continuous participation in developmental work. The paper uses an interactive research approach in the research design.

    Findings – The paper proposes a “third way” that tries to overcome the deficiencies of both the supply- and demand-based strategies for VET by developing a more equal balance in the relationship between the education and workplace systems. Collaboration and partnership between education providers and progressive workplaces are core elements.

    Research limitations/implications – The paper tries to connect activities and changes at the organisational, inter-organisational and institutional levels of the VET system. It is argued that changes at different levels are strongly interconnected and necessary to an understanding of the prerequisites for workplace learning. These vertical relationships form the main focus of future research.

    Practical implications – It is argued that changes in the VET system should be initiated using a “bottom up” approach, start at the local level, and include change at all levels. The “bottom up” approach should include a combined employer, employee and service-user perspective. It requires that learning issues are solved in a partnership that represents both the supply side of education and the demand side of working life.

    Originality/value – Inter-organisational relations need to be based on equal, mutual and trustful relationships between the education and workplace systems in order to support a sustainable change process.

    Keywords
    Learning, Supply and demand, Vocational training, Workplace learning
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-51686 (URN)10.1108/03090590910993625 (DOI)
    Available from: 2009-11-13 Created: 2009-11-13 Last updated: 2017-12-12Bibliographically approved
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    Kompetens och kompetensutveckling i omsorgsarbete: Synen på kompetens och lärande – i spänningsfältet mellan samhälleliga förutsättningar och organisatoriska villkor
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  • 28.
    Bennich, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Lärmiljöer, lärstrategier och synen på kompetens i omsorgsarbete2015In: Tidsskrift for Arbejdsliv, ISSN 1399-1442, Vol. 17, no 1Article in journal (Other academic)
    Abstract [sv]

    Omsorgsarbetet är ett komplext arbete och från nationell myndighetsnivå beskrivs att omsorgspersonalen behöver en särskild kompetens (Socialstyrelsen 2002; Ahnlund & Johansson 2006; SOU 2008:126). I en utredning fastslås till exempel att omsorgspersonal bör ha kunskaper inom medicin, pedagogik samt det sociala fältet (Socialstyrelsen 2004). Enligt Socialstyrelsen (2007) är just kompetensförsörjning den viktigaste frågan för att säkra god kvalitet i omsorgen om äldre. Samtidigt betonas att det måste finnas utvecklingsmöjligheter i arbetet för omsorgspersonalen. Frågor om kompetens och lärande diskuteras ofta på en strategisk nivå, men lokala studier där omsorgspersonalens uppfattningar lyfts fram är sällsynta (se t.ex.Törnquist 2004). Det är få studier som kopplar samman organisatoriska förutsättningar för lärande med synen på kompetens bland de anställda. Syftet med denna studie är att a) undersöka hur lärmiljön och strategier för kompetensutveckling ser ut i ett antal verksamheter i äldreomsorgen och b) att analysera om dessa faktorer är relaterade till omsorgspersonalens uppfattningar om kompetens. Jag inleder med att redogöra för några centrala begrepp om kompetens och hur den kan utvecklas genom olika lärprocesser.

  • 29.
    Bennich, Maria
    et al.
    Högskolan i Jönköping.
    Svensson, Lennart
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Brulin, Göran
    Linköping University, Department of Management and Engineering, Project Innovations and Entrepreneurship. Linköping University, Faculty of Science & Engineering.
    Interactive research: a joint learning process with the unions2016In: Action research for democracy: new ideas and perspectives from Scandinavia / [ed] Ewa Gunnarsson, Hans Peter Hansen, Birger Steen Nielsen, Nadarajah Sriskandarajah, New York: Routledge, 2016, p. 27-38Chapter in book (Other academic)
  • 30.
    Benulic, Kajsa-Stina
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Enberg, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Ljung, Anna
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Wibeck, Victoria
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Why firms do not expect climate policies to have the intended effects – positioning in a polycentric governance landscape2023In: Journal of Environmental Planning and Management, ISSN 0964-0568, E-ISSN 1360-0559Article in journal (Refereed)
    Abstract [en]

    A polycentric governance regime that includes non-state actors has potential to increase the pace in mitigating climate change if there is concerted action among the actors involved. However, previous research has shown that climate policy directed at business firms does not always have the intended effects. Taking a polycentric perspective to climate governance, this paper contributes insight into why some firms expect that to be the case. The paper builds on qualitative interviews with firms in the Swedish construction and civil engineering industry. We apply positioning theory to analyse firms' views on their own and other actors' roles and responsibilities in climate transformation. The results suggest that governance authorities could take on a more traditional, coercive leadership role, setting clear rules and regulations, if these extend in time and space to create a market where the shared goals are ambitious, and the playing field is level for firms.

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  • 31.
    Berglund, Martina
    et al.
    Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering. Linköping University, HELIX Competence Centre.
    Elg, Mattias
    Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering. Linköping University, HELIX Competence Centre.
    Kock, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Tillmar, Malin
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Wallo, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    HELIX Competence Centre – Knowledge for Sustainable Working Life2017Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to describe HELIX Competence Centre at Linköping University and its work to contribute to sustainable working life. Research in HELIX Competence Centre is based on an interactive approach between researchers from different disciplines and partner organizations, including industrial organizations, public organizations, labour market organizations, and civil society organizations. The research programme includes four research themes: 1) Sustainable development processes in industrial production systems; 2) Growth and development in small enterprises; 3) Sustainable, innovative, and coordinated health and welfare processes; and 4) Diversity and inclusion in working life. Other activities include seminars and partnership meetings with different topics and a yearly HELIX day. The research and activities led by HELIX Competence Centre constitute an approach to integrate social and economic sustainability, produce scientific knowledge, and add value to practice in the partner organizations.

  • 32.
    Berglund, Martina
    et al.
    Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering. Linköping University, HELIX Competence Centre.
    Harlin, Ulrika
    Linköping University, HELIX Competence Centre. RISE Research Institutes of Sweden, Sweden.
    Elg, Mattias
    Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering. Linköping University, HELIX Competence Centre.
    Wallo, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic2024In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 55, no 2, p. 305-328Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving ‘scaling up’ and ‘scaling down’ critical work practices. By ‘scaling up’ and ‘scaling down’, we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations.

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  • 33.
    Berglund, Martina
    et al.
    Linköping University, Department of Management and Engineering, Quality Technology and Management. Linköping University, Faculty of Arts and Sciences.
    Harlin, Ulrika
    Swerea IVF AB, Mölndal.
    Gustavsson, Maria
    Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Säfsten, Kristina
    Jönköping University, School of Engineering.
    Development activities in product introductions – a cross functional approach2011Conference paper (Other academic)
  • 34.
    Bergström, Karl
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Boklund, Robert
    Linköping University, Department of Behavioural Sciences and Learning.
    Kommunikation och tillit i virtuella team: En kvalitativ studie om medarbetares och ledares upplevelser av att arbeta inom virtuella team2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to contribute with knowledge about virtual teams by investigating co-workers and leaders’ perception of working in such teams. Nine semi-structured interviews with co-workers and leaders were made in this qualitative case study.

    In line with previous studies, the result reveals that creating trust is considered the most difficult for the individuals within virtual teams. Virtual teams in today's working environment do not have the same problems as they used to have. It was concluded that if virtual teams work within the same time zone, the work is not affected to a great extent.

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    Kandidatuppsats Boklund Bergström
  • 35.
    Bivall, Ann-Charlotte
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    ”Knöligt men värdefullt” : En utvärderingsrapport om samverkan i ett multiprofessionellt, tvärsektoriellt innovationsprojekt2020Report (Other academic)
    Abstract [sv]

    Idag pågår omfattande satsningar på innovationsprojekt inom offentlig sektor där målet är genomgripande förändringar och nytänk på individ- och samhällsnivå. Innovationsprojekt av detta slag karaktäriseras av skapandet av nya samarbeten och samverkansaktiviteter inom offentlig sektor men också med privat sektor och akademi. Bättre folkhälsa genom skolframgång är ett Vinnova-finansierat samverkansprojekt med visionen att bidra till ett ökat och förbättrat folkhälsoarbete genom ett fokus på barn och unga och genom att hjälpa elever till ett bättre skolresultat. Projektets utgångspunkt var analyser av stora datamängder, så kallade ”big data”-analyser, i en tvärsektoriell och tvärprofessionell projektgrupp.

    Denna rapport redogör för resultatet av den beteendevetenskapligt inriktade utvärdering som gjorts, där syftet var att analysera samverkan och samarbete inom projektet. Den utgår från deltagarnas upplevelser och erfarenheter av att delta i projektarbetet och belyser både framgångsrika och försvårande förhållanden under projektets genomförande. 

    Intervjuer med nio projektdeltagare som genomfördes i maj och juni 2019 ligger till grund för analysen. Därutöver har samtal förts med projektledaren som ett sätt att skapa förståelse för projektets struktur och genomförande jämte projektets interna dokumentation.

    Resultatet visade att innovationsarbetet inneburit en viss förflyttning av projektfokus från en ursprunglig visionär inställning baserat i en ”big data”-approach för förbättrade skolresultat och verksamhetsförändring till en mer operationaliserbar mjukvaruutveckling av verktyg för att hantera och förebygga skolfrånvaro. Projektgruppens breda kunskapsbas, där olika professionella kompetenser samverkade, fick betydelse för projektets möjligheter att formulera innovativa idéer och göra något nytt. Kontinuerliga möten och dialog mellan deltagare var centrala för ett gemensamt skapande av projektmål och -riktning. Antalet projektparters problematiserades samtidigt då bredden av perspektiv i viss mån försvårade möjligheten att driva projektet framåt. Projektets utveckling och riktning påverkades även av att nya projektmedlemmar tillkom och andra försvann, som exempelvis initiativtagare och ursprunglig projektledare.

    Projektets breda innovativa idé och angreppsätt innebar att deltagarna i huvudsak uppfattade projektet som dels ett forskningsprojekt och dels ett mjukvaruutvecklingsprojekt. Relationen dem emellan tycktes delvis oklar, med frågor om på vilka sätt de förväntades förhålla sig till varandra. Det datadrivna arbetet gav upphov till etiska och juridiska spörsmål men aktualiserade också frågan om den inbördes relationen mellan forskning och produktutveckling. En stark verksamhetsanknytning och kontakt med lärare och skola sågs som centralt för projektresultatets relevans inom skolan. Uteblivna kontakter med kontinuerliga lärargrupper och skolledare över tid på grund av organisatoriska hinder försvårade dock ett konstruktivt och iterativt utvecklingsarbete. Det blev inte heller möjligt att genomföra verksamhetsövergripande förändringsarbete.

    Slutsatser som lyfts fram är att breda innovationsprojekt av verksamhetförändrande karaktär ställer stora krav på projektorganisering och en tydligt delad målbild av gruppen. Komplexiteten i den här typen av innovationsprojekt ökar ju fler samverkansparter där ingår som ska enas om ett gemensamt syn- och angreppssätt på innovationens genomförande. En bredd av professionell kunskap och erfarenhet som sträcker sig över privata företag, offentlig förvaltning och akademi/institut ger utrymme för att finna nya innovativa lösningar men samarbetsmöjligheterna försvåras också. Valet av vilka kompetenser som behövs för att skapa och genomföra innovationen behöver ställas mot antalet projektparter då fler inspel inte nödvändigtvis leder till bättre kvalitet i slutresultatet. Innovationsinsatser som sker i samverkan mellan olika aktörer, såväl privata som offentliga, kräver någon eller några sammanhållande krafter som kan processleda helheten och som kontinuerligt kommunicerar med styrgruppen och arbetsgrupperna. Därtill behövs mötesarenor för dialog mellan projektdeltagare i projektets olika delar om ambitionen är att arbeta fram en sammanhållen innovation med stort inflytande för innovationsvisionen. Den eller de som ska hålla samman behöver få eller skapa förutsättningar för att kunna göra det. Slutligen lyfts att skolans och lärarnas behov och intresse av innovationen i den riktning projektet tagit med att fokusera på produktutveckling av närvarorelaterade system endast framgår som andrahandsberättelser i den här utvärderingen. Utifrån ett samverkansperspektiv framstår det dock tydligt att skolan som samverkanspart är grundläggande för att åstadkomma de relevanta och stödjande it-system som projektet arbetar för och även för att åstadkomma en genomgripande verksamhetsutveckling.

     

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  • 36.
    Bivall, Ann-Charlotte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Bennerstedt, Ulrika
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    Co-evaluated quality in new occupational groups - professional vision in digitalized work2017In: Book of Abstracts: 3rd International ProPEL Conference 2017, 2017, p. 5-6Conference paper (Refereed)
    Abstract [en]

    The digitalization of working life has lead to extensively changed conditions for work in both classical and emergent professional groups. In classical professional groups, e.g. within healthcare, impacts of such changes in daily work has attracted attention in various research communities focussing among other on adaptations in ways of working or changed patterns of collaboration. However, as a consequence of the society’s digitalization of work and leisure practices, new occupational settings and professional groups have emerged where it can be argued that new forms of knowledge and competence have evolved and become highly specialized. Among these professional groups a recurrent activity is assessment and evaluations of end-services and products. During assessment activities colleagues orient towards digital tools, designs and activities by negotiating understandings of quality. Yet, the work practices of such emerging occupational groups are unexplored in relation to how work is constituted and how professional knowledge becomes a subject matter among the professionals themselves. In this paper, we address these questions by exploring the conditions for collaborative work between colleagues in the IT support sector and computer game development industry. The aim is to explore how professional knowledge and competence are displayed and negotiated during different forms of assessment activities. Theoretically and methodologically we study naturally occurring activities of working life with a focus on participant interaction and the participants’ ways of orienting towards phenomena relevant for conducting work. In the paper, Goodwin’s (1994) notion of professional vision is central for teasing out the participants’ ways of assessing features relevant for the community of practice and making visible local knowledge and learning in the professional field. The empirical materials consist of video recordings from evaluation practices from a global IT support and from a game award event with participants from the computer game industry. Preliminary findings point to participant driven textual and interactional practices of negotiation. In these negotiations domain specific knowledge is displayed by participants through forward oriented reasoning and by addressing the relation between the particular case and general aspects of that case. The paper illustrates these findings by exploring practices deeply connected to work activities and settings as well as products. In the IT support milieu, collaborative assessment activities separated from the daily handling of support errands found a basis for discussing and developing ways of working. The forward oriented assessment orientation by participants is shown in cases where documented errands in IT-systems are reviewed and reformulated into suggestions of future actions by explicating local knowledge emerged within the organization. The participants in the game evaluation setting rely on hands on and “back-seat gaming” as assessment practices in order to establish shared access to the phenomena being assessed, and via such demonstrations negotiate particular game demos qualities and potentials in the future in relation to established game genres. In both settings, individual cases are used in different ways as textual and interactional resources for highlighting ways of seeing more general characters adhering to specific cultural values and organizational issues for the particular occupational group.

  • 37.
    Bivall, Ann-Charlotte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Lindh Falk, Annika
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Society and Health. Linköping University, Faculty of Medicine and Health Sciences.
    Conditions for collaboration between higher education and healthcare providers organising clinical placements2021In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 11, no 4, p. 798-810Article in journal (Refereed)
    Abstract [en]

    Purpose Clinical placement is an important formalised student activity for linking healthcare education and healthcare practices. The purpose of this study is to investigate the organising of clinical placements by examining conditions for collaboration between higher education and healthcare organisations. Design/methodology/approach The study is based on interviews with central actors at a university and two healthcare organisations with official duties of organising clinical placements. Findings The findings indicate that collaboration in the organising of clinical placements is a complex matter of interconnected actors in different organisational positions, at both strategic and operative levels. The university and the healthcare organisations approached the clinical placement with a shared commitment. Practical implications The findings provide important guidance for improving collaboration in the organising of clinical placements. This may have an impact on how contextual conditions of the educational framing and daily healthcare practices are viewed and how the interdependency between the long-term strategic issues and the short-term needs of healthcare organisations is approached. Originality/value This research emphasises the need for careful consideration of the collaborative practices on an organisational level between higher education and healthcare organisations as different needs, motives and logics have to be considered.

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  • 38.
    Bivall, Ann-Charlotte
    et al.
    Linköping University, HELIX Competence Centre. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Lindh, Annika
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Health, Medicine and Caring Sciences, Division of Society and Health.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Students’ interprofessional workplace learning in clinical placement2021In: Professions & Professionalism, E-ISSN 1893-1049, Vol. 11, no 3Article in journal (Refereed)
    Abstract [en]

    Students’ learning in the workplace during their clinical placements is an important part of their education to become healthcare professionals. Despite the number of studies of student interprofessional learning in clinical placements, little is still known about the significance of interprofessional learning and how it is facilitated and arranged for to occur. This article aims to investigate interprofessional learning between students collaborating in a workplace-driven arrangement integrated into a clinical placement. A focused ethnographic research approach was applied, comprising observations of ten students participating in the arrangement organised by clinical supervisors on a medical emergency ward at a Swedish university hospital, followed by group interviews. Using a boundary-crossing lens, the article analyses the workplace arrangement, in which students’ learning across professional boundaries and their negotiations around a boundary object were prerequisites to coordinate their interprofessional knowledge and manage emerging challenges while being in charge of care on the ward.

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  • 39.
    Blomgren, Matilda
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Charlotte
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    “Det blir en typ av gemenskap över klyftor och gränser”: En kvalitativ studie om vad det innebär att engagera sig i ideella organisationer2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan lång tid tillbaka har det ideella arbetet i samhällen världen över tillskrivits stor betydelse. Detta gäller inte minst de humanitära ideella organisationernas arbete som handlar om att motverka utsatthet och utanförskap. Samtidigt som det ideella engagemanget i Sverige tycks vara större än någonsin är detta fortfarande ett relativt outforskat fenomen där studier i stor utsträckning saknas. Det visar sig även finnas en kunskapslucka angående vilka förväntningar  engagerade individer har.

    Med syftet att bidra till ökad kunskap om vad det innebär att arbeta i ideella organisationer intervjuas därför inom denna kvalitativa studie åtta anställda och ideella från en kvinnojour och en stadsmission i södra Sverige. De frågeställningar studien berör handlar om vilka motiv och förväntningar det finns till att individer engagerar sig ideellt samt vilka  uppfattningar individer i ideella organisationer har om vad ideellt arbete innebär i samhället. Tillsammans med sociologiska teorier och begrepp om individens kapital, spegling i samhället, möjlighet till självförverkligande samt plikt- och kanförväntningar visar studien på balansgången mellan egoistiska och altruistiska motiv och förväntningar där den ideellt engagerade individen har en ömsesidig förväntan att ge någonting men också få någonting tillbaka. 

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  • 40.
    Bodman, Olivia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Lind, Elin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Att arbeta utifrån målsättning på HVB för ensamkommande ungdomar: En kvalitativ studie utifrån personalens och ledningens perspektiv2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna kvalitativa studie är att undersöka hur ledningen och personalen på två olika HVB (hem för vård och boende) för ensamkommande ungdomar i en mellanstor kommun i Mellansverige, uppfattar samt hanterar den målsättning som kommunen har bestämt att verksamheten ska bedrivas i enlighet med. 

    Studien har den ontologiska ståndpunkten konstruktionism och ett hermeneutiskt förhållningssätt med stöd av fenomenologi och symbolisk interaktionism. Sammanlagt genomfördes nio intervjuer med informanter som arbetar på två olika HVB. Resultatet visar att personalen och ledningen har olika uppfattningar angående målsättningen. Ledningen uppfattar målsättningen som det dokument som kommer från kommunen. Personalen har en diffus uppfattning av målsättningen. De uppfattar den som arbetsbeskrivningar, arbetsrutiner, regler, genomförande- och vårdplan. Målsättningen hanteras genom att ledningen implementerar målsättningens innehåll genom arbetsbeskrivningar, arbetsrutiner, regler, genomförande- och vårdplan. Personal hanterar målsättningen genom att de gör vad de blivit tillsagda av ledningen. 

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  • 41.
    Bohlinger, Sandra
    et al.
    Dresden University of Technology, Dresden, Germany.
    Haake, Ulrika
    Umeå University, Umeå, Sweden.
    Helms Jørgensen, Christian
    Roskilde University, Roskilde, Denmark.
    Toiviainen, Hanna
    University of Helsinki, Helsinki, Finland.
    Wallo, Andreas
    Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    Conclusion: The Contested Field of Working and Learning2015In: Working and Learning in Times of Uncertainty: Challenges to Adult, Professional and Vocational Education / [ed] Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen, Andreas Wallo, Rotterdam, The Netherlands: Sense Publishers, 2015, p. 223-232Chapter in book (Other academic)
  • 42.
    Bohlinger, Sandra
    et al.
    Dresden University of Technology, Germany.
    Haake, Ulrika
    Umeå University, Sweden.
    Helms Jørgensen, Christian
    Roskilde University, Denmark.
    Toiviainen, Hanna
    University of Helsinki, Finland.
    Wallo, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Introduction: Working and Learning in Times of Uncertainty2015In: Working and Learning in Times of Uncertainty: Challenges to Adult, Professional and Vocational Education / [ed] Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen, Andreas Wallo, Rotterdam: Sense Publishers, 2015, p. 1-14Chapter in book (Refereed)
    Abstract [en]

    Research on adult, professional and vocational education in a global world is timely (Farrell & Fenwick, 2007). Globalisation and economic crises are the trends that most dramatically transform the social, political, economic and ecological spheres of our time and directly affect the everyday life of local communities and workplaces. Current challenges set compelling requirements for the working and learning of the members of communities. Over the past decades of adult, professional and vocational education research, researchers have increasingly addressed globalisation and its political, value-based and ethical underpinnings. Work-related learning and the workplace as an arena of learning and education is, in Fenwick’s (2001) terms, a highly political space, in which the requirements of flexibility, specialisation, privatisation, and globalisation “change the nature and environment of work and the desires of workers” (ibid., p. 5). This book contributes to the current discussion on the global developments of working and learning in the fields of adult, professional and vocational education in Europe. These developments are full of paradoxes and contradictions, as Bratton et al. (2008) point out in their critical examination of workplace learning in advanced capitalist economies. It is therefore not an easy task to envision the future work and the learning options it will eventually offer to workers. We are living in times of uncertainty regarding the adult educational challenges on all societal levels of working and learning (Alheit, 2002/2004).

  • 43.
    Bohlinger, Sandra
    et al.
    Dresden University of Technology, Germany.
    Haake, UlrikaUmeå University, Sweden.Helms Jørgensen, ChristianRoskilde University, Denmark.Toiviainen, HannaUniversity of Helsinki, Finland.Wallo, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Working and learning in times of uncertainty: challenges to adult, professional and vocational education2015Collection (editor) (Other academic)
    Abstract [en]

    This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways do individuals, organisations, political actors and education systems respond to these challenges?

    Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners’ needs and situations at work and in school-work transitions. Part 2 addresses the meso level by discussing sector-specific and organisational approaches to working and learning in times of uncertainty. The chapters represent a broad range of branches including public services (police work), the automotive sector and the health sector (elderly care). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making.

    Download (jpg)
    presentationsbild
  • 44.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Drabbad1997In: Ett lapptäcke: Filosofiska essäer om hälsa och samhälle / [ed] Sofia Torstensson, Linköpings universitet , 1997Chapter in book (Other academic)
  • 45.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Efter stroken2005In: Sjukdomsvärldar: om människors erfarenhet av kroppslig ohälsa / [ed] Bengt Richt, Gunilla Tegern, Lund: Studentlitteratur AB, 2005, Vol. Sidorna 259-275, p. 259-275Chapter in book (Other academic)
    Abstract [sv]

    Stroke och slaganfall är två alternativa namn på en akut inträdande funktionsnedsättning i hjärnan. Stroke uppkommer genom störningar i blodflödet till hjärnan, vilka i sin tur ger upphov till mer eller mindre omfattande vävnadsskador. Det finns två stora undergrupper av stroke: hjärninfarkter och hjärnblödningar. Infarkter är sådana vävnadsskador som uppstår till följd av att blodflödet i ett kärl stoppas. Vid hjärnblödningar uppstår vävnadsskadan till följd av att ett blodkärl brister.

  • 46.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    George Herbert Mead2014In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2014, p. 91-104Chapter in book (Other academic)
  • 47.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    George Herbert Mead2022In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2022, 2, Vol. Sidorna 95-108, p. 95-108Chapter in book (Other academic)
  • 48.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Hälsa för alla?1998In: Viljan att förstå / [ed] John Boman, Linköping: Linköpings universitet , 1998Chapter in book (Other academic)
  • 49.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Individualiserad kravlöshet för ökad arbetsförmåga: Hälsoträdgården Lundens arbete med utförsäkrade kvinnor2012Report (Other (popular science, discussion, etc.))
  • 50.
    Boman, John
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Livet med stroke2005In: Sjukdomsvärldar: Om människors erfarenhet av kroppslig ohälsa / [ed] Bengt Richt, Gunilla Tegern, Lund: Studentlitteratur, 2005, 1, p. 305-322Chapter in book (Other academic)
    Abstract [sv]

    En stor andel av befolkningen i de västerländska samhällena och en växande andel världen över lever med långvarig kroppslig ohälsa. Den utbredda förekomsten har en djupgående påverkan på sättet att leva, både bland de redan sjuka och bland dem som är friska. Kunskap om den kroppsliga ohälsans personliga, sociala och kulturella dimensioner är därför av grundläggande betydelse för förståelsen av tendenser och processer i samtiden. Boken bygger på berättelser från personer som själva lever med olika former av långvarig och ibland svår kroppslig ohälsa

1234567 1 - 50 of 590
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