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  • 1.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Conditions of action and Theories of knowledge1998In: Nordisk fysioterapi, ISSN 1402-3024, Vol. 2, no 1, p. 41-43Article in journal (Other academic)
  • 2.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Coping with PBL: The relation between goal documents and the learning process1998In: Universitetspedagogisk konferens: CUL-dagen 1998,1998, Linköping: Linköpings universitet , 1998, p. 19-22Conference paper (Other academic)
  • 3.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Coping with problem-based learning. Formal intentions and informal strategies.1998In: International Confederation for Educational Development in Higher Education,1998, 1998Conference paper (Other academic)
  • 4.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Examination enligt metoden Triple Jump1993In: PBI - erfarenheter från Hälsouniversitetet, Lund: Studentlitteratur , 1993, p. 171-176Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Goal documents as a means for directing autonomous learning - an illusion?1997In: International Conference on Project Work in University Studies,1997, 1997Conference paper (Other academic)
  • 6.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Lärande i sjukgymnastik. Om förändring i uppfattningar av patientmötet genom utbildning och professionell erfarenhet.1997In: Sjukgymnastdagarna,1997, 1997Conference paper (Other academic)
  • 7.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    PBI i distansundervisningen1994Report (Other academic)
  • 8.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Physical therapy students' conceptions of clinical problem-solving during examination according to the Triple Jump method1995In: International Conference on Problem-based Learning in Higher Education: Interfaculty, Program-oriented and General Experiences,1995, 1995Conference paper (Other academic)
  • 9.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Preparing for the exam: Students' strategies and approaches to learnin gin computer engineering, physiotherapy and psychology at Linköping University2000In: Universitetspedagogisk konferens: CUL-dagen 2000,2000, Linköping: Linköpings universitet , 2000, p. 130-132Conference paper (Other academic)
  • 10.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Forum, the Clinic and the Qualification Franchise2007In: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Conference paper (Other academic)
    Abstract [en]

    This study takes as its point of departure a pedagogical perspective on teaching practices in three different institutional contexts for adult learning. The pedagogical perspective applied could also be labeled as didactic, here drawing on the German term didaktich and the influence of German educational traditions and language on the educational traditions in the Nordic countries. A didactic perspective on adult learning has pragmatically been described as an action-oriented theorizing about education, between what is universal and what is context specific. It focuses on the relationships between what is enacted in the class-room, (the -how--question of teaching), the choice of content subjected to teaching (the -what--question of teaching), and beliefs about the purpose of education (the -why-- question of teaching). Research projects with a didactical perspective in this sense, focusing on the pedagogical process or spanning across different institutional arenas of adult education are, however, still sparse. The present multiple case study is an attempt at using the didactical perspective analytically in empirical field studies of teaching practices in different institutional contexts, i.e. a folk high school, a university programme and a municipality adult education institution (Komvux) in Sweden. Participant observations in class-rooms have been combined with interviews with the teachers. The metaphors The Forum, The Clinic, and The Qualification franchise have been used as a tool to interpret, explore and illustrate three typical patterns in teaching practices that cut across the different institutional contexts. The interpretation is related to previously identified and typical lines of reasoning in international literature on adult learning.

  • 11.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The impact of formal education and professional experience on physiotherapy students' ways of experiencing the patient encounter.1997In: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997, Brisbane: Australian Problem Based Learning Network , 1997, p. 15-Conference paper (Refereed)
  • 12.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Torget, Kliniken och Meritagenturen: Didaktik för vuxna i praktiken2008 (ed. 1)Book (Other academic)
    Abstract [en]

    Human resources are the social capital of a firm or business, based on trust as well as on expertise, values, and cultural diversity. This calls for cross-cultural knowledge — an understanding of gender issues and individual differences in the social capital of the firm and society. The dialogue between women entrepreneurship and social capital theory/ research strengthens the fragmented voice of women entrepreneurship, providing the landscape for women entrepreneurs as creators of, and created by, social capital. It indicates how women entrepreneurs appear to have a special position in forming, developing, and reorganizing the social capital in the business world. This book explores social capital in the multiple relationships between gender, management, and entrepreneurship. Twenty-six researchers, representing a variety of disciplines from different parts of the world, provide findings on diverse aspects of the dialogue between women entrepreneurship and social capital. As a consequence, the central concepts — social capital, entrepreneurship, and gender — are given a variety of meanings. Women entrepreneurs and business owners — regardless of their cultural context, branch, and education — provide interesting ideas to the global debate on equality and social capital.

  • 13.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Triple Jump1992In: Sjukgymnasten, ISSN 0037-6019, Vol. 2, no Vetenskapligt supplement, p. 20-28Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Ways of experiencing the patient encounter1999In: 13th International Congress of the World Confederation of Physical Therapists,1999, 1999Conference paper (Other academic)
  • 15.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Ängslyckans sjukgymnastik1995In: Sjukgymnasten, ISSN 0037-6019, Vol. 2, no Vetenskapligt supplementArticle in journal (Other (popular science, discussion, etc.))
  • 16.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Castensson, Reinhold
    Linköping University, The Tema Institute.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Problem based learning in environmental sciences - an evaluation1995In: International Conference on Problem-based Learning in Higher Education: Interfaculty, Program-oriented and General Experiences,1995, 1995Conference paper (Other academic)
  • 17.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Castensson, Reinhold
    Linköping University, The Tema Institute.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning. Utvärdering av resultat och erfarenheter.1995Report (Other academic)
  • 18.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Castensson, Reinhold
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning: Utvärdering av resultat och erfarenheter1994Report (Other academic)
  • 19.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    I takt och otakt: om teori och praktik2009In: Lärande på vuxnas vis: vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 43-59Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 20.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Between legitimacy and scepticism. Students' conceptions of science.1997In: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997, Brisbane: Australian Problem Based Learning Network , 1997Conference paper (Refereed)
  • 21.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Students' perspectives of PBL in three academic settings1999In: 5th International Conference on PBL,1999, 1999Conference paper (Other academic)
  • 22.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology2002In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 30, no 2, p. 111-127Article in journal (Refereed)
    Abstract [en]

    The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe and analyse how students in the three different programmes conceive of the meaning of problem-based learning and how they experience their studies within a problem-based learning programme. The PBL programmes are a Bachelor's programme in Physiotherapy, a Master's programme in Psychology, and a Master's programme in Computer Engineering. Data were analysed qualitatively. The results reveal differences in how the students in the three programmes conceive of their autonomy as learners, co-operation with their counterparts and the authenticity of the learning task. The findings possibly also reflect the taken-for-granted perspectives of knowledge, embedded in the cultures of the professional practices and the scientific disciplines to which the programmes pertain.

  • 23.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Johansson, K.
    Students as Journeymen between Cultures of Higher Education and Work2003In: NFPF,2003, 2003Conference paper (Refereed)
  • 24.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Transition from higher education to work life2005In: AARE,2005, 2005Conference paper (Other academic)
  • 25.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Johansson, K.
    The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in higher education2005In: NEERA conference,2005, 2005Conference paper (Other academic)
  • 26.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Johansson, Kristina
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    The transition from higher education to worklife: The outcomes of a PBL programme and a conventional programme2005In: PBL in Context. Bridging Work and Education,2005, Tampere: Tampere University Press , 2005, p. 23-Conference paper (Refereed)
    Abstract [en]

    PBL IN CONTEXT - BRIDGING WORK AND EDUCATION The aim of the conference is to provide an innovative international forum for discussion and for generating and sharing new ideas for the pedagogical development of working life and education. We welcome teachers from different disciplines, researchers, developers and trainers of working life to come together to the land of the midnight sun. The main themes of the conference are Problem-based learning in context: * Epistemology and Praxis * Curriculum and learning environments * Professional Development and Learning management * Evaluation and Assessment The conference is also a continuation for PBL conferences organized 1995 and 2000 by University of Linköping, Sweden.

  • 27.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Karseth, B.
    Lababidi, T.
    Cackowska, M.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Freshmen Students on Education and Work2002Report (Other academic)
  • 28.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Walters, Shirley
    University of Western Cape.
    Making the invisible visible. On participation and communication in a global, web-based master's programme2006In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 52, no 1, p. 69-93Article in journal (Refereed)
    Abstract [en]

    This study focuses on the discourse of an intercontinental on-line Master's programme in adult learning, using English as the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia. The programme is highly interactive, emphasising communication between students. Taking the variation in participation as the point of departure, a discourse analysis aiming at analysing the contingencies contributing to the pattern of communication in the programme was undertaken. Data consist of a variety of texts on-line web-documents, written notes, and narratives that participants wrote about their lives related to participation in the programme. The use of English as the lingua franca contributed to a mistake anxiety, which for some students was hampering their communication in the programme. Aspects of the material world such as the vast differences in the efforts and costs for participating in the programme were also highly interrelated to the shaping of socio-culturally situated identities among the students and thereby contributing to the variation in frequency in participation. The results show that the official discourse of the programme as a text, with its emphasis on equity, change and development, gets subordinated to the discourses produced and reproduced by the students in the programme as a discursive practice and social practice. The students' accounts reveal that there are fragments of an alternative discourse emerging, based on mutual concern and friendship, which might suggest a potential for changing the communicative patterns in the programme.

  • 29.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Walters, Shirley
    University of Western Cape, Cape Town, South Africa.
    Understanding voices as text: Discerning discourses in an intercultural learning environment2006In: Standing Conference on University Teaching and Research in the Education of Adults,2006, 2006Conference paper (Other academic)
  • 30.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Petocz, Peter
    Macquarie University, Sydney.
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life2007In: 5th International Conference on Researching Work and Learning,2007, Cape Town: University Press , 2007Conference paper (Refereed)
    Abstract [en]

     How do students experience their formal studies in preparation for professional work? This common research interest was the incentive to explore the intersections between two large international research projects that both build on a large number of interviews with students about their conceptions of learning and work in different disciplines and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work within their workplace. Through the use of techniques of qualitative meta-analysis, we have linked the results from both projects and constructed a model of significant features of professional learning. In this paper, we apply the model to one case study from each of the research projects, and in turn use these case studies to illuminate the model. The model shows how students may be inclined towards the development of professional identities and engagement with their studies and profession, depending on the relationships between the students- perceptions of learning for work and their views of professional knowledge. We suggest that the model can be used to investigate the nature of professionally oriented knowledge, but also as a means to analyse the impact of higher education, curriculum planning and teaching for professional formation.  

  • 31.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Reid, Anna
    Faculty of Education Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    petocz, Peter
    Macquarie University, Sydney.
    Identity and Engagement for professional formation2007In: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Conference paper (Other academic)
    Abstract [en]

     Students entering university have notions surrounding their future professions. In someinstances the profession has a high social status and the work in that area is well known, inother areas the nature of professional work is opaque. In this paper we discuss the ways inwhich students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience as a whole leads towards their professional formation. We suggest that Wenger-s community of practice models that highlight integrated or distributed forms of engagement may be enhanced through a consideration of dimensions of learning, identity formation and engagement with professionally encountered content. To explore these issues we combine the research outcomes of two international projects, the Journeymen and Professional Entity projects, involving over 500 students in a variety of discipline areas. Students in these projects participated in semi-structured interviews that focused their attention on their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities.Identity formation and engagement can be seen to be a relation with the students- learning experience - which in themselves build up an expectation of the intending profession - and the manner in which they anticipate or practice in professional working life. We postulate that students- views of their profession and their pedagogic experiences combine to incline themtowards a clear or diffuse sense of professional engagement. 

  • 32.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Richardson, Barbara
    Kalman, Hildur
    Re-defining the reflective practitioner2004In: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren, Oxford: Butterworth & Heineman , 2004, p. 15-34Chapter in book (Other academic)
    Abstract [en]

    The current climate of accountability and public scrutiny in the health and social care professions demands a high level of responsibility by health professionals in terms of understanding, updating and credibly using their professional knowledge. To achieve this, health professionals need to acknowledge the wide variety of sources from which their knowledge is generated: they need a sound working knowledge of practice epistemology which investigates the nature of knowledge and knowledge generation which underlies practice. The call from community, governments and employers is for evidence-based practice with the expectation that health professionals fully understand the knowledge which underpins their practice and can therefore justify their practice. This book examines the nature, generation and development of professional knowledge in the health professions, with particular emphasis on physiotherapy, occupational therapy, medicine and nursing. It is a user-friendly resource book accessible for practitioners, clinical educators, tertiary educators, research students and researchers. What constitutes practice knowledge? How is this knowledge created and developed?What roles do health professionals play in understanding and developing their practice knowledge? Readers, whether from a practice, education or research background, are invited to consider the implications of these questions for their practice. More than ever, the rapidly changing worlds of work and society are providing many challenges to the adequacy of the knowledge bases of the health professions and the capacity of health professionals to critique and develop their knowledge to meet community needs. These issues are explored in this book.

  • 33.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Richardson, Barbara
    Sjöström, Björn
    Professions as communities of practice2004In: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren Higgs, Joy, Oxford: Butterworth & Heineman , 2004, p. 71-88Chapter in book (Other academic)
    Abstract [en]

    The current climate of accountability and public scrutiny in the health and social care professions demands a high level of responsibility by health professionals in terms of understanding, updating and credibly using their professional knowledge.To achieve this health professionals need to acknowledge the wide variety of sources from which their knowledge is generated: they need a sound working knowledge of practice epistemology which investigates the nature of knowledge and knowledge generation which underlies practice. The call from community, governments and employers is for evidence-based practice with the expectation that health professionals fully understand the knowledge which underpins their practice and can therefore justify their practice.This book examines the nature, generation and development of professional knowledge in the health professions with particular emphasis on physiotherapy, occupational therapy, medicine and nursing. It is a user-friendly resource book accessible for practitioners, clinical educators, tertiary educators, research students and researchers.What constitutes practice knowledge? How is this knowledge created and developed? What roles do health professionals play in understanding and developing their practice knowledge?Readers, whether from a practice, education or research background, are invited to consider the implications of these questions for their practice. More than ever the rapidly changing worlds of work and society are providing many challenges to the adequacy of the knowledge bases of the health professions and the capacity of health professionals to critique and develop their knowledge to meet community needs. These issues are explored in this book.

  • 34.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Questioning to learn and learning to question: Structure and function of PBL scenarios in environmental science education.2000In: Second International Conference on Problem-Based Learning in Higher Education,2000, 2000Conference paper (Other academic)
    Abstract [en]

    In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios to bring about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year, undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled; A. Encyclopaedic, B. Meaning-oriented, C. Relational, D. Value-oriented and E. Solution-oriented.  All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students’ approaches to learning.

  • 35.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Real-life situations as a promotor of the learning process1999In: 5th auDes international conference in environmental sciences,1999, 1999Conference paper (Other academic)
  • 36.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Structure and function of PBL scenarios in environmental science education.1999In: Universitetspedagogisk konferens: CUL-dagen 1999,1999, Linköping: Linköpings universitet , 1999, p. 109-116Conference paper (Other academic)
  • 37. Abrandt, M.
    et al.
    Castensson, R.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    PBL from the teacher's perspective. Conceptions of the tutor's role within problem based learning.1998In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 36, p. 437-447Article in journal (Refereed)
  • 38.
    Ahn, Song Ee
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    A waste of time? The Korean exchange students talk about the value of the period2006In: NFPF/NERA,2006, 2006, p. 34-34Conference paper (Other academic)
    Abstract [en]

    In my dissertation which is in progress, I study the Korean exchange student in Swedish higher education. The main objects of the study are their movement in time and space and the construction of the meaning of this movement. This presentation is based on the results of the last interviews with the students which took place in Korea sixth month after their return. They appreciate highly their experience of studying in Sweden, meeting the students from various countries and being far away from their own university. When they talk about the disadvantage of being an exchange student, they say that they have wasted their time. Even though they use the same expression, -a waste of time-, what they mean is slightly different. Drawing upon Actor network theory, I argue that we need to examine the ways in which the students- time is organized by their university and the ways in which the different universities create different subjectivities, to understand what they mean with -a waste of time-.

  • 39.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Att vara lärare eller att arbeta som lärare - en reflektion över läraridentiteten2006Report (Other academic)
    Abstract [sv]

    Denna text har tre olika utgångspunkter. Den första är mitt intresse för iden-titetsfrågan. Den andra kommer från postmoderna feministiska tankar - de-ras belysning om ‘‘positionality’’ i undervisnings sammanhang. Att fundera över ens ‘‘positionality’’ i relation till identitetsfrågor, att fundera över Vem jag är som lärare kommer från den tredje punkten, dvs. behov av reflektion. Dessa tankar kopplas till varandra och formulerar syftet med denna text.

    Syftet med texten är att problematisera och reflektera över min lärariden-titet (eller icke- identitet) och vad det eventuellt kan innebära i undervisnings-sammanhang. Efter denna inledning följer en kort beskrivning av teoretiska bakgrunder och reflektion över lärare och identitet som berör frågeställning-ar så som:

    • Hur förstår jag frågan om identitet och ‘positionality’1?
    • Att vara lärare, hur förhåller jag mig till den sociala rollen? Hur kan man förstå detta förhållningssätt?
    • Hur relateras min ‘positionality’ till identitetsfrågan?

    Jag har fått hjälp från min kollega. Vi har samtalat om frågor som berör lä-raridentiteten, vilken textens reflektionsdel grundar sig i. När jag planerade denna text, tänkte jag att jag skulle samtala med henne och skriva texten på ett sätt så att vem som säger vad syns tydligt. Men som vanligt blir det inte som man planerat. Min reflektion växte ovanpå vårt samtal; det är en pro-dukt av interaktion mellan oss, och en produktion av reflektion över samtalet. Det är inte för att göra ägandeskap på reflektionen, utan snarare påpeka att det inte är intressant att spåra vem som säger vad, och att texten kommit från en punkt under ständig process.

  • 40.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    En lustgård med taggar: en studie om kvinnors sexualitet i massmedia2001Report (Other academic)
  • 41.
    Ahn, Song Ee
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Trajectories in a network - Korean exchange students in Sweden2004In: Nordic Educational Research Association Conference,2004, 2004, p. 62-62Conference paper (Other academic)
    Abstract [en]

    This descriptive study is about Korean exchange students in the Swedish higher education. Informal interviews with 15 students are used as method to understand how they understand their situation. The main questions are what made them to become an exchange student; their motives, expectations and life trajectory. Even though these questions are of personal characters, their stories are concerned with their relations in their universities, how their universities define this exchange student period, how each universities provide and limit the possibility for students, how the universities construct the students- time zone and what these factors mean to the students- trajectory. Drawing upon Actor network theory, the study suggests that the students- individual trajectory should be understood as a part of the collective narratives by considering their relations to other actors in the universities that is seen as a network in this study.

  • 42.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Georg
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskap – synlig, standardiserad och jämförbar?2009In: Lärande på vuxnas vis: Vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 123-142Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 43. Alexandersson, C.
    et al.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Säljö, R.
    Skattesystemet i medborgarperspektiv1984In: Att uppfatta sin omvärld / [ed] Ference Marton & Claes-Göran Wenestam, Stockholm: Almqvist & Wiksell , 1984Chapter in book (Other academic)
    Abstract [sv]

    En rad forskare inom olika områden behandlar frågor som skattesystemet, naturen och naturresurserna, lagtexter och datorsystem samt visar hur människor tänker i frågor som dessa, hur de kommer fram till sina slutsatser samt vilka faktorer som kan påverka deras tänkande

  • 44.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Säljö, Roger
    Göteborgs universitet.
    Vuxen att lära?1984Book (Other academic)
    Abstract [sv]

    En analys och diskussion kring främst frågor om undervisning, inte minst föreställningen om att vuxna skall undervisas med utgångspunkt av deras erfarenheter.

  • 45.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Fransson, Anders
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkbildningsideal och läroverksorganisation1991Report (Other academic)
    Abstract [sv]

    En genomgång av hur läroplanen för komvux formades och vad som låg bakom tillkomsten

  • 46.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Fransson, Anders
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Läroplanen i vuxenundervisningen - en projektpresentation1985Report (Other academic)
    Abstract [sv]

    En projektpresentation av en studie av den särsklida läroplanen för komvux. Kunskapssynen sattes i fokus.

  • 47.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Arbetets betydelse och utbildningens funktion. En empirisk studie av mejeriarbetares syn på sin livssituation1982Report (Other academic)
    Abstract [sv]

    En studie av mejeriarbetares situation i arbete och liv och hur utbildning kommer in i sammanhanget.

  • 48.
    Almén, Edgar
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Religion and Culture, Theology and Religious Studies.
    Hartman, Kent
    Linköping University, The Institute of Technology. Linköping University, Department of Electrical Engineering, Automatic Control.
    Lennartsson, Bengt
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Examination - utveckling eller kontroll?2000Report (Other academic)
  • 49.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Indianer, erövring och slaveri: Representerad historiesyn i svenska och colombianska läroböcker2008In: Fönster mot språk och litteratur, Karlstad: Karlstad University Press , 2008, p. 77-91Conference paper (Refereed)
  • 50.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    La presencia de la historia de América Latina en libros de texto en Suecia2007In: Primer Encuentro Coloquio de Egresados - Escuela de Historia 20 Años: Voces de Nuestra Historia, Bucaramanga: Universidad Industrial de Santander , 2007Conference paper (Other academic)
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